Skip to main content

Full text of ""Loisette" exposed (Marcus Dwight Larrowe, alias Silas Holmes, alias Alphonse Loisette)"

See other formats

This is a digital copy of a book that was preserved for generations on library shelves before it was carefully scanned by Google as part of a project 
to make the world's books discoverable online. 

It has survived long enough for the copyright to expire and the book to enter the public domain. A public domain book is one that was never subject 
to copyright or whose legal copyright term has expired. Whether a book is in the public domain may vary country to country. Public domain books 
are our gateways to the past, representing a wealth of history, culture and knowledge that's often difficult to discover. 

Marks, notations and other marginalia present in the original volume will appear in this file - a reminder of this book's long journey from the 
publisher to a library and finally to you. 

Usage guidelines 

Google is proud to partner with libraries to digitize public domain materials and make them widely accessible. Public domain books belong to the 
public and we are merely their custodians. Nevertheless, this work is expensive, so in order to keep providing this resource, we have taken steps to 
prevent abuse by commercial parties, including placing technical restrictions on automated querying. 

We also ask that you: 

+ Make non-commercial use of the files We designed Google Book Search for use by individuals, and we request that you use these files for 
personal, non-commercial purposes. 

+ Refrain from automated querying Do not send automated queries of any sort to Google's system: If you are conducting research on machine 
translation, optical character recognition or other areas where access to a large amount of text is helpful, please contact us. We encourage the 
use of public domain materials for these purposes and may be able to help. 

+ Maintain attribution The Google "watermark" you see on each file is essential for informing people about this project and helping them find 
additional materials through Google Book Search. Please do not remove it. 

+ Keep it legal Whatever your use, remember that you are responsible for ensuring that what you are doing is legal. Do not assume that just 
because we believe a book is in the public domain for users in the United States, that the work is also in the public domain for users in other 
countries. Whether a book is still in copyright varies from country to country, and we can't offer guidance on whether any specific use of 
any specific book is allowed. Please do not assume that a book's appearance in Google Book Search means it can be used in any manner 
anywhere in the world. Copyright infringement liability can be quite severe. 

About Google Book Search 

Google's mission is to organize the world's information and to make it universally accessible and useful. Google Book Search helps readers 
discover the world's books while helping authors and publishers reach new audiences. You can search through the full text of this book on the web 

at jhttp : //books . qooqle . com/ 


HN UE43 5 

TW^ 55if 5". iS.^6 

tmrvaro (College library 















\'i ', 6'Si/S. 5 W t' 





Physiological Memory 







cot»YBia-HT, laee 

On sale at every bookstall and news-stand in England and America 

Seat, post-paid, by the publishers, to any address within the Postal Union 
on receipt of Is. or 23 cents ; cloth, 2s. or SO cents 



44 The Professor [Loisette] tells us that he believes his system Ms 
destined to work as great a revolution in educational methods as Har- 
vey's discovery of the circulation of the blood in physiology/ but it is 
difficult to see how this is to be effected while it is kept a secret." — 
David Kay. 

"It [Loisette's Method] certainly differs in some respects from other 
systems, inasmuch as what are known to other mnemonists as * keys ' 
and ' associations ' appear here under other names." — Middleton. 

" The theory of association as given by psychologists has not a leg to 
stand on. . . . The justification of the law of contiguity is equally 
absurd." [With the law of similarity.]— Loisette. 

" The Loisettian art of never forgetting uses none of the ' localities,' 
4 keys,' * pegs,' * links, 1 or associations of Mnemonics." — Loisette. 

( * I have never taught my ay stem to a mnemonical teacher or author / " — 


*' Pick's method is a thoroughly practicable one, and is now largely 
used. Loisette, rather curiously, is the only mnemonist who condemns 
Pick. "—Middleton. 

*' It was while engaged in physiological studies at Prague, that Dr. 
Pick first systematized the art of memory, and he has been enabled to 
render that quality of the mind almost independent of physical organ- 
ization." — The Lancet^ London, Nov. 10, 1860. 

Dr. Pick calls his own method " this practical system of Mne- 

" . . . With a view of showing how a true association of ideas 
assisted the memory, he [Dr. Pick] applied a test to his audience, and 
asked them to associate the following ideas : Memory or remembrance, 
history, wars, revolutions, gunpowder, explosions, steam, railways, ce- 
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng- 
land, progress, civilization, Chinese missionaries, church, Reformation, 
Germany, Guttenberg, printing, and newspapers. Having only once 
enumerated these ideas, he requested the audience to repeat them in 
their consecutive order, then backwards, and afterwards indiscrimi- 
nately. This was done successfully, and the audience seemed to be sur- 
prised with their own proficiency. '» — From Report of Dr. Pick's lecture 
at Oxford University, Morning Post, London, Nov. 25, 1859. 





Physiological Memory 







On sale at every bookstall and news-stand in England and America 

Sent, post-paid, by the publishers, to any address within the Postal Union 
on receipt of Is. or 25 cents; cloth, 2s. or SO cents 



4 'The Professor [Loisette] tells us that he believes his system 'is 
destined to work as great a revolution in educational methods as Har- 
vey's discovery of the circulation of the blood in physiology/ but it is 
difficult to see how this is to be effected while it is kept a secret." — 
David Kay. 

*'It [Loisette's Method] certainly differs in some respects from other 
systems, inasmuch as what are known to other mnemonists as ' keys ' 
and ' associations ' appear here under other names." — Middle ton. 

" The theory of association as given by psychologists has not a leg to 
stand on. . . . The justification of the law of contiguity is equally 
absurd." [With the law of similarity.]— Loisette. 

"The Loisettian art of never forgetting uses none of the * localities,' 
4 keys,' * pegs,' * links, 1 or associations of Mnemonics." — Loisette. 

( ' I have never taught my system to a mnemonical teacher or author ! " — 


*' Pick's method is a thoroughly practicable one, and is now largely 
used. Loisette, rather curiously, is the only mnemonist who condemns 
Pick."— Middleton. 

*' It was while engaged in physiological studies at Prague, that Dr. 
Pick first systematized the art of memory, and he has been enabled to 
render that quality of the mind almost independent of physical organ- 
ization." — The Lancet^ London, Nov. 10, 1860. 

Dr. Pick calls his own method " this practical system of Mne- 

"... With a view of showing how a true association of ideas 
assisted the memory, he [Dr. Pick] applied a test to his audience, and 
asked them to associate the following ideas : Memory or remembrance, 
history, wars, revolutions, gunpowder, explosions, steam, railways, ce- 
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng- 
land, progress, civilization, Chinese missionaries, church, Reformation, 
Germany, Guttenberg, printing, and newspapers. Having only once 
enumerated these ideas, he requested the audience to repeat them in 
their consecutive order, then backwards, and afterwards indiscrimi- 
nately. This was done successfully, and the audience seemed to be sur- 
prised with their own proficiency. ,y — From Report of Dr. Pick's lecture 
at Oxford University, Morning Post, London, Nov. 25, 1859. 

/loisette- exposed 





Physiological Memory 




r i 

' : 1325-1888 


On sale at every bookstall and news-stand in England and America 

Sent, post-paid, by the publishers, to any address within the Postal Union 
on receipt of Is. or 25 cents; cloth, 2s. or SO cents 



4 'The Professor [Loisette] tells us that he believes his system 'is 
destined to work as great a revolution in educational methods as Har- 
vey's discovery of the circulation of the blood in physiology/ but it is 
difficult to see how this is to be effected while it is kept a secret." — 
David Kay. 

"It [Loisette's Method] certainly differs in some respects from other 
systems, inasmuch as what are known to other mnemonists as ' keys ' 
and ' associations ' appear here under other names." — Middleton. 

14 The theory of association as given by psychologists has not a leg to 
stand on. . . . The justification of the law of contiguity is equally 
absurd." [With the law of similarity.]— Loisette. 

"The Loisettian art of never forgetting uses none of the * localities,' 
4 keys,' * pegs,' ' links/ or associations of Mnemonics." — Loisette. 

* ' I have never taught my system to a mnemonical teacher or author ! "— 


u Pick's method is a thoroughly practicable one, and is now largely 
used. Loisette, rather curiously, is the only mnemonist who condemns 
Pick."— Middleton. 

*' It was while engaged in physiological studies at Prague, that Dr. 
Pick first systematized the art of memory, and he has been enabled to 
render that quality of the mind almost independent of physical organ- 
ization." — The Lancet, London, Nov. 10, 1860. 

Dr. Pick calls his own method " this practical system of Mne- 

" . . . With a view of showing how a true association of ideas 
assisted the memory, he [Dr. Pick] applied a test to his audience, and 
asked them to associate the following ideas : Memory or remembrance, 
history, wars, revolutions, gunpowder, explosions, steam, railways, ce- 
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng- 
land, progress, civilization, Chinese missionaries, church, Reformation, 
Germany, Guttenberg, printing, and newspapers. Having only once 
enumerated these ideas, he requested the audience to repeat them in 
their consecutive order, then backwards, and afterwards indiscrimi- 
nately. This was done successfully, and the audience seemed to be sur- 
prised with their own proficiency . "—From Report of Dr. Pick's lecture 
at Oxford University, Morning Post, London, Nov. 25, 1859. 





Physiological Memory 







On sale at every bookstall and news-stand in England and America 

Sent, post-paid, by the publishers, to any address within the Postal Union 
on receipt of Is. or 25 cents ; cloth, 2s. or SO cents 


^P-JLJL 5S4-S.SS.xfc 

\oU ^WCucA^ 





Preface 5 

Introductory 7 

Loisette's Claims 9 

Physiological Memory 11 

Interrogative Analysis 12 

loisette compared with ari8totle, fauvel-gouraud. and 

Others 13 

Use and Abuse op Memory 17 

Dr. Edward Pick's System 18 

Syllabus op Dr. Pick's Lectures 26 

Commendations op Dr. Pick's System (1853-1887) .... 27 
Loisette System: 

Part I. Recollective Analysis . 29 

Part II. Supplement to Recollective Analysis 58 

Part III. Recollective Synthesis 86 

Part IV. Predicating Correlation 116 

Part V. The Instantaneous Gordian Knot 143 

Part VI. The Certainty of Never Forgetting 169 

Appendix to Loisette System 199 

Bibliography op Mnemonics (1825-1888) 207 

Penetralia 217 

More Light, 221 

Index 223 


The so-called Loisette System here presented, compute, has hitherto 
cost from Five to Twenty-five Dollars and the signing of a con- 
tract binding to secrecy in the penal sum of Five Hundred Dollars. 
If the system is worthless that fact should be made known. If it is all 
it claims to be, the whole world ought to have the benefit of it, and at 
last can have it, and at a price within the reach of the millions. Here 
it is, and the intelligent public can judge for themselves. 

The contract signed by the writer is null and void, being obtained 
under false pretences as to what the system was, as set forth in the fol- 
lowing pages. 

Loisette's alleged copyright is paralleled only by the plea of a de- 
fendant, charged with keeping a vicious dog, which had bitten the 
plaintiff : 1st. It couldn't have been his dog, because his dog was tied. 
2d. It couldn't have been his dog, if he was not tied, because he hadn't 
any teeth. 3d. He hadn't any dog. 

As to the copyright : 

1st. Sets have been issued in this country without the word "copy- 

2d. Enquiry at the office of the Librarian of Congress elicits the in- 
formation that, as the conditions of the copyright law have not been 
fulfilled, there is no copi/right. 

3d. The pamphlets were first publislied in England, hence the copy- 
right here would be invalid though all the conditions had been com- 
plied with. 

Jggf" Every student of the Loisette System will confer a favor by 
sending to the publishers a postal card bearing his name and address. 

Washington, D. C, June, 1888. 


It should be stated, by way of explanation, that the author has no 
interest in any Memory System whatsoever, and is actuated solely by 
that keen sense of justice and innate love of liberty, characteristic of 
every true American. 

The history of the evolution of this volume may not be without in- 
terest. The coming of "Professor" Loisette to Washington was pre- 
ceded by vague rumors that the " Professor " was a ** fraud." Never- 
theless the writer decided to test his " unique and original system," 
with the determination, should it prove fraudulent, of thoroughly ex- 
posing his imposture. Every lecture was faithf ully attended ; and this 
was more than enough to awaken distrust of the *' Professor," however 
great the value of his system. Evidence began to accumulate. The 
article ' ' Memory " in Chambers' Cyclopedia contained the essential 
principle of his system. Dr. Holbrook's invaluable work " How to 
Strengthen the Memory," quoting copiously from Dr. Pick, furnished 
still further proof, and Dr. Pick's own work completed the chain of 

It was determined to call a public meeting of all who had studied 
the Loisette System, and entertain the assembled company by reading, 
in the presence of representatives of the Press, these, interesting and 
significant articles, with many more quite as suggestive. The plan was 
endorsed with enthusiasm, by many of the most prominent citizens of 
Washington. Then, to add to the interest of the occasion, a printed 
copy of these articles was to be put into the hands of every member of 
the class. Finally, to render the exposure complete, the publication of 
the entire Loisette System along with it was undertaken, and is now 
commended to the careful consideration of all interested in the cause 
of justice and fair play. 

The author lays small claim to originality in this little work. He 
has scarcely done more than search out and connect the links in the 
chain of evidence. He would be the last to decry a system which has 
already proved of such value to many thousands, but if it has such 
merit, let honor be paid to whom honor is due. 

Corrections of errors, and suggestions, will be gratefully received, and 
will be given due consideration for the next edition, soon to appear. 


4 'The Profeesor [Loisette] tells us that he believes his system 'is 
destined to work as great a revolution in educational methods as Har- 
vey's discovery of the circulation of the blood in physiology,' but it is 
difficult to see how this is to be effected while it is kept a secret."— 
David Kay. 

"It [Loisette* s Method] certainly differs in some respects from other 
systems, inasmuch as what are known to other mnemonists as ' keys ' 
and ' associations ' appear here under other names." — Middle ton. 

" The theory of association as given by psychologists has not a leg to 
stand on. . . . The justification of the law of contiguity is equally 
absurd." [With the law of similarity.]— Loisette. 

"The Loisettian art of never forgetting uses none of the ' localities,' 
* keys,' * pegs,' ' links,' or associations of Mnemonics." — Loisette. 

* 1 1 have never taught my system to a mnemonical teacher or author ! "— 


*' Pick's method is a thoroughly practicable one, and is now largely 
used. Loisette, rather curiously, is the only mnemonist who condemns 
Pick."— Middleton. 

" It was while engaged in physiological studies at Prague, that Dr. 
Pick first systematized the art of memory, and he has been enabled to 
render that quality of the mind almost independent of physical organ- 
ization." — The Lancet, London, Nov. 10, 1860. 

Dr. Pick calls his own method " this practical system of Mne- 

" . . . With a view of showing how a true association of ideas 
assisted the memory, he [Dr. Pick] applied a test to his audience, and 
asked them to associate the following ideas : Memory or remembrance, 
history, wars, revolutions, gunpowder, explosions, steam, railways, ce- 
lerity, electric telegraph, Atlantic cable, America, cotton industry, Eng- 
land, progress, civilization, Chinese missionaries, church, Reformation, 
Germany, Guttenberg, printing, and newspapers. Having only once 
enumerated these ideas, he requested the audience to repeat them in 
their consecutive order, then backwards, and afterwards indiscrimi- 
nately. This was done successfully, and the audience seemed to be sur- 
prised with their own proficiency.'' — From Report of Dr. Pick's lecture 
at Oxford University, Morning Post, London, Nov. 25, 1859. 

o *e 





Physiological Memory 







On sale at every bookstall and news-stand in England and America 

Sent, post-paid, by the publishers, to any address within the Postal Union 
on receipt of Is. or 25 cents ; cloth, 2s. or BO cents 



the laws of Inclusion, Exclusion, and Concurrence, witfi infinitely greater 
ease and certainty than it does any other mental acts. Another fact 
which I also discovered [in Br. Pick's book J, and which is of the most 
transcendent importance in training and developing the memory, is that 
the learning and reciting forwards and backwards of a series of words 
arranged in conformity to inclusion, exclusion, and concurrence, invari- 
ably strengthens the natural memory, in both its stages, to the highest 
degree. — Loisette y Part I., p. 46. 

The mere publication of the u Loisette System" may of itself be 
deemed a sufficient exposure. When one devotes a large share of his 
energy to a sweeping denunciation of other men and other methods 
than his own, he is usually and justly set down, without further en- 
quiry, as himself an impostor. But let not the Systetn be lightly thrown 
aside as worthless, even though the teacher disgust every thoughtful 
mind. The arrogance, the egoism, the braggadocio of the charlatan is 
not " emblazoned on every page." Rubbish there is, it cannot be de- 
nied, but the patient and persistent seeker after hidden treasure will 
surety find grains of purest gold. If weary of the task and tempted to 
fairer fields, turn to the last pages of the little volume, read the 
words of commendation from eminent men who have proved its value ; 
and you will be convinced that you 'have found a friend or a f oeman 
worthy of your steel. 

If the system is not original with Loisette, we submit that he has 
done his best to make it his. He speaks of it as "my System " 131 
times, which is all that could reasonably be expected of him when we 
consider the number of pages in which it is simply impossible to bring 
it in. And, be it remembered, this does not include the frequent use of 
the phrases, ''my Method," "my Discovery," ''my Art," "my De- 
vice,'' etc. In this caae we have a valuable illustration of the perfec- 
tion of •' the Art of Never Forgetting." Here "attention," as well as 
intention, was perfect to start with, and thus a " vivid first impression " 
was ensured ; then the rule requiring " frequent repetition " was faith- 
fully complied with. A careful study of the Loisette System will re- 
veal the truth that any fact * fc once fixed in the mind " by this method 
is " fixed forever." Under these circumstances Loisette can hardly be 
blamed for claiming to be the originator, since we have found this to 
be the inevitable result of this infallible and invaluable system. 

What matters it that another taught essentially the same system at 
least 35 years ago ! He must have borrowed it from the '• Professor ! " 
Loisette claims, in his circulars, to have taught his system as early as 
1866 ; which would naturally give him priority over one who published 
the same principles in 1862, in a second edition, while his lectures date 
back 10 or 15 years earlier I 

An interesting comparison may be made between Loisette's lectures, 
formerly but five in number, and the Syllabus of Pick's lectures, p. 26. 

It should also be borne in mind that Pick's book only pretends to 
give the principles which are the basis of his method, while the practical 
application is given only in his oral lectures. 

Before reading what follows turn to page 26, and read what the press 
and eminent men had to say of Dr. Pick thirty-five years ago, and also 
the opinion to-day. 

After a careful comparison has been made between Loisette's method 
and Dr. Pick's, special attention is called to Loisette's attack on Pick 


(page 106) where, however, he does not venture to call him by name, 
bat characterizes him contempt ously as *• an Anglicised Germun " with 
the "sobriquet of Doctor/' L ~h flings are unusually becoming irom 
an Anglicized American with the self -applied sobriquet of 4t Professor." 
Bead the list of irregular verbs (page 23) and Br Pick's instructions in 
full ; then you will be prepared to appreciate at its real value Lois- 
ette's criticism in the footnote: " To remember the figures 51342 it 
would be easier, if the precise order oftJte figures was not important, to 
arrange them thus : 12;. 45 ! ! " 

If a greater piece of imbecility has ever appeared in cold type, the 
discoverer will kindly forward it for publication. When one realizes 
how much Loisette is indebted to Dr. Pick for the very essence of his 
system, and compares the modest claims of the latter with the arrogant 
pretensions of the former, one cannot but feel that the use of such lan- 
guage as adorns the two pages mentioned is simply beneath contempt. 

If the patience of the reader is not already exhausted, let him turn 
to Loisette's statement of the " errors of Psychologists," where will be 
found, to be sure, a few truisms, preceded by this note : *' The follow- 
ing remarks are not to be read " OJtoop t by those who have studied Men- 
tal Science." The author has taken the liberty of correcting an obvi- 
ous typographical error. Such a warning was certainly needed ; for, 
otherwise, the few who succeeded in wading through these two pages 
would surely have been convinced that the brazen effrontery, the in- 
solent presumption of such a man would make a bronze statue turn 
green with envy. 


It might be interesting to enquire where " Professor" Loisette got 
his ideas of k ' Physiological Memory." As so much else has been found 
to emanate from Dr. Pick, let us see what he has to say. 

4 ' Modern psychology, respecting which almost all writers upon Mne- 
monics appear to have been strangely ignorant, has, with the aid de- 
rived from the prodigious progress of physiological science, diffused a 
new light upon the nature of the human mind. . . . The experi- 
ments made by Flourens and Hertwig, and which are amongst the 
most interesting in the annals of physiological research, prove that it 
[the memory] exists in the primitive nerves of the cerebrum ; because, 
when these are removed, Memory disappears, together with the other 
mental and sensitive faculties. ... 

" And hence it may likewise be inferred, that the psychological phe- 
nomena, throughout all their ramifications, are regulated by the influ- 
ence of the brain. It is, therefore, evident that every circumstance or 
condition that influences the body, and especially the brain, is capable 
of influencing our mental faculties; and hence it is easily understood 
that physiologists and physicians, whether writing upon Mnemonics or 
treating patients whose memory is lost or defective, prescribe medicine 
and dietetic rules with a view to produce an effect upon the brain and 
through it upon the memory. . . . 

" It may be mentioned, however, that, in our reference to the brain as 
influencing the mental faculties, we intended only to show the connex- 
ion between Psychology and Physiology in regard to Memory. " 

* See Bibot: Diseases of Memory, from which Loisette got many of his '• unique and 
original " ideas. . 


Farther, in his prospectus he says : 

*• Dr. Pick having made Psychology Jiis special stttdy, has thereupon 
founded and evoked a helping agent, at once simple and natural/ and 
capable of being brought instantly into active operation. ' 

In view of these statements, the explanation of the origin of the 
term Physiological Memory is simple enough. After the memory has 
been properly cultivated by the Loiaettian method, "the mind acts 
spontaneously, and without any exercise of the will, in accordance with 
the laws of Inclusion, Exclusion, and Concurrence." Thus the system 
got its name; and doubtless the ''Professor" himself could not tell 
you where he got it if his life depended upon it. Who has the heart to 
blame him ? 

"My memory teaching includes two distinct* unique, and original 
Systems. The first is the one I have been teaching many years. This 
method uses Analysis and Synthesis to develop and build up the funda- 
mental Associative Power, by awakening to its highest intensity the 
direct and immediate appreciation of Inclusion, Exclusion, and Concur- 
rence. My second System* which I call Interrogative Analysis, reaches 
the same goal by a different route." — Loisette, Part 77., last page. 

Loisette here gives us the summary of his whole System As to the 
originality of the 1st System, as he calls it, comparison with the work 
of his predecessor, Dr. Pick, will effectually explode his claims. And 
as to his claim to originality in the use of the method of Literrogative 
Analysis, which he terms his 2d System, it has been in use, and in the 
identical form in which it is used by Loisette, from time immemorial, 
by the most successful teachers ; notably, by the great Reformer Me- 
lancthon (1497-1560), who applied it especially to the teaching of lan- 
guages, and students flocked to him from all parts of Europe. While 
in use at the present time, to a greater or less extent, by many teachers, 
it has been especially revived in the so-called "Natural Method" of 
teaching modern languages. 

The following should be read side by side with Loisette, Pt. II , p. 80. 

Das Schaf muste von alien Tieren Vieles leiden. Datrat es vor (den) 
Zeus und bat, sein Elend zu mindern. 

Wer muste leiden ? das Sc/iaf .... 

Von wem muste das Schaf leiden ? von alien Tieren .... 

Was muste das Schaf, von alien Tieren leiden ? vieles .... 

Wer trat vor ? das Schaf. . . . 

Vor wen trat das Schaf ? vor Zeus. . . . 

Wer bat ? das Schaf bat. 

Was bat der Schaf ? . . . sein Elend zu mindern. 

Wen bat das Schaf sein Elend zu mindern ? den Zeus. . . . 

Heness: Der neue Leitfaden (Holt. N. JT.). 

Trans. : The sheep must suffer much from all beasts. Therefore it 
Went before Zeus and begged him to relieve his misery. 

Who must suffer ? The sheep, etc. 

From wJtom must the sheep suffer? From att beasts, etc. 

What must the sheep suffer from all beasts ? Much, eta 

Who went before ? The sheep. . . . 

Before whom did the sheep go ? Before Zeus. . . . 

What did the sheep beg ? ... to relieve Ids misery. 

Whom did the sheep beg to relieve his misery ? Zeus. . . , 


Loisette, 1888. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 
Mother Day will buy any shawl. 

Zachos, 1852. 
Will you go to town to-morrow ? 
Will you go to town to-morrow ? 
Will you go to town to-morrow ? 
Will you go to town to-morrow ? 
Will you go to town to-morrow ? 
Will you go to town to-morrow ? 
Will you go to town to-morrow .* 

The preceding sentences are quoted, italics and all, from page 180, 
" Introductory Lessons in Heading and Elocution" by Parker and 
Zachos, published by A. S. Barnes & Co., New York, in 1852. 


Compare Loisette 1 s three laws of recollective analysis (pages 82 and 
33) with the following, and also with Dr. Picks (page 19) : 

" Aristotle (384-322 B.C.), the earliest writer who attempts any clas- 
sification of the laws of suggestion, distinctly includes under the law of 
co-adjacence whatever stands as parts of the same whole ; as, e.g., parts 
of the same building, traits of the same character, species of the same 
genus, the sign and the thing signified, different w/ioles of the same part, 
correlate terms, as the abstract and concrete" etc., etc. — Haven : Men- 
tal Philosophy. 1&57. 

"The earliest known attempt to lay down the laws whereby thought 
succeeds to thought, is that contained in Aristotle's treatise on mem- 
ory. He enumerates three different principles of mental resuscitation, 
viz., similarity [inclusion], contrariety [exclusion], and co-adjacency 
[concurrence]. He has been followed by most other philosophers as re- 
gards all the three principles." — Chambers' Cyclopedia, Article Associa- 
tion of Ideas. 

" The Laws of Association. . . . Accordingly it has been es- 
tablished that thoughts are associated, that is, are able to excite each 
other: 1st, If co-existent [concurrent], or immediately successive, in 
time ; 2d, if their objects are conterminous or adjoining in space ; 3d, 
if they hold dependence to each other of cause and effect, or of mean 
and end, or of whole and part ; 4th, if they stand in relation either in 
contrast [exclusion] or of similarity [inclusion] ; 5th, if they are the 
operations of the same power, or of different powers conversant about 
the same object ; 6th, if their objects are the sign and the signified ; or 
7th, even if their objects are accidentally denoted by the same sound." 
—Bowen. 1861. 


On the method of mastering the contents of any book at one reading, 
compare Loisette (page 183 J with the following : 

" When we read a book on a subject already familiar to us, we can 
reproduce the entire work, at the expense of labor requisite to remem- 
ber the additions it makes to our previous stock of knowledge.' 1 — Bain : 
41 Senses and the Intellect ," p. 538, London, 1855. 

' ' To aid the retention of the contents of a book, the chapters must 
be associated together by selecting the primary or leading ideas of each; 


and to each of the latter, again, a few farther suggestive ideas in the 
chapter may be joined. The number of ideas that should be selected 
from each chapter will depend on the nature of the subject, the degree 
of sequence or relationship between the parts, and the completeness 
with which it is desired to be remembered." — Lyon WiMams: Science 
of Memory, 1866, pages 130, 131. 

Does the use of the following key words and sentences for the so- 
lution of the Knights Tour differ essentially in principle from the 
method of Loisette ? (p. 68) Or are they correlated with greater diffi- 
culty ? 

" Sad deeds will outlaw many a rogue. 
Churly riches* lose a mellow heart. 
UiijoyouH boys meet music nowhere. 
Amiable judge unwarily may sneeze. 
A meek nun enough may find homage. 
Would ebony ladies wiser dears have. 
No merry soul will show a dull dough look. 
Irony libel may shame a hero famed. 
Dutch sage would know a Sunday gamer. 
Robber may live alone, rich, unhappy. 
Bare, n«w cameo modify ." 

— Fauvel-Gouraud, 1845. 

44 Hat, tide, hill, dale, moon, rock, Jewry, lawyer. 
Cheese, less, mill, rat, inch, pie. 
Home, time, key, honor, mop, lash. 
John, rule, miss, niece, make, none, enough. 
Move, not, much, top, nail. 
Does, your, dear, wife, name, rose, lily. 
Shoot, wild, elk. 
Bun, leap, lame, Jim. 
Rough, maid, teach, joy. 
Dine, honey, d;g, merry. 
Europe, army, love, lion, IriRh, nap. 
Horror, Yankee, mummy, doff, hat.* 

— miler. 


FAUVEL-GotTRAUD. 1S45. (2) 

ffero. My dear dolly be no chilly. 
Wand. My love, I beg ye be my nymph. 
Tooth. Rich honey charms and moves a 

Thee. A cupola seen off with a fiery top. 
Fort. A cottage bamboo, a poem, or a glee. 
Fife. A tassel, vain, or sappy grape. 
Sexton. A rare Albino, musky and fat. 
Savannah. Jersey, Geneva, Genoa, or Seva. 
Hate. A boy or peevish knave somehow 

Ninue. An unholy marine editing a siege. 
Den. A copy faint through rough and sav- 
Elephant, An old woman, a fine miss, or a 

showy Jew. 
12-Pounder. A heroic Sepoy may fire where 

he chooses. 
Thirteenth Quest. An able wholesale and 

heavy unanimity. 
Fortune. A hackney lame or lubber's feet. 
Fife of Tin. No very heavy sin. 


A. Loisette. 
Cypher. Mother Day will buy any shnwl. 
Wonder. My love, pick up my new muff. 
Tool. A Russian jeer may move a woman. 
Treat. Cables enough for Usopia. 
Forearm. Get a cheap ham pie by my 

Fie. The slave knows a bigger ape. 
Sick. I rarely hop on my sick foot. 
Severn. Cheer a sage in a fashion wife. 
Ate . A baby fish now views my wharf. 
Nino. Annually Mary Ann did kiss a jay. 
Utensil. A cabby found a rough savage. 
Leaven. A low dumb knave knew a mes- 
sage showy. 
Dozen. Argus up my fire rushes. 
Threaten. A bee will lose life in enmity. 
4th Dean. A canal may well appear swift. 
Fife Thin. Never have a scene. 



In later editions of Loisette the sixteen pegs, "cypher "to "fife 
thin " have been dispensed with and the sentences have to be connected 
or " correlated " by other means. The exercise has been now extended 
to 209 figures. 


Monnt Blanc . 
Mount Brown 
Popocatepetl . 



Idling half a day. 
Whitish sauces. 
Take a weak, wife home, 
Indian effigy. 
The Mohigans. 


Austere visage* 

Wood ashes, t 

A pope's hat— Hat [of] a king/, 

A new lawyer.f 

A young fowl— a tame hawk A 

New York . 
Bio Janeiro 
Sydney .... 


A horse line ; scheme all happy. 
Sea onion healer ; swarm by. 
Simoom light; dull- eyed idiot. 

A new oak— Bard hickory.^ 
A real joiner — Any new room.* 
Sidney Smith— Merry tales A 


Stokes, 1874. (5) 

Loisette. 1884. 

January — Bow — tide— dive— Nile. 

Hero taught Davy Noel. 

February — A head off a tall nun. 

To fee a tall Ionian. 

March — A head off a tall nun nip. 

Do have dull Nanny Nebo. 

April — All down stoop inch. 

Will Dan daub a niche. 

May— May tease a duck owner mad. 

My days take inner might. 

June — I go — a tear — a nod— -enough. 

A hack tore a naughty knave. 

July — All down stoop inch. 

Will Dan daub a niche. 

August— A new pie dish — name Miss. 

Now boy touch a numb mouse* 

September — Show them a nice nag. 

Ash Adam knows a knack. 

October — Row — tide — dive — Nile. 

Hero taught Davy Noel. 

November — A head off a tall nun nip. 

Do have dull Nanny Nebo. 

December — Show them a nice nag. 

Ash Adam knows a knack. 

(From Appleby.) 




Other Mnemonists. 


Other Mhemonista. 




















Lazy Pet. 












Common People. 







































1 Victory. 


(From A 


* Fauvel-Gouraud, 1 

845. t Miles, 18 




Fauvel-Gouraud, 1846. 

Witty (Conqueror). 


Wine (rough). 



























William I. 

William IL (Euros.) 

William III. 

William IV. 

George I. 

Georee II. 

George III. 

George IV. 




Richard I. 

Richard IL 

Richard IIL 


See Loisette, page 93. 

Associate the name to be remembered with the looks of the person, 
or any peculiarity he may possess. Form a connection between these 
. . . and on seeing him again, his features will recall tbe name. 
The names of places may be remembered by associating anything strik- 
ing or peculiar in connection with them, with the name. — Haney : 
" Art of Memory," 1866, page 45. . 


See Loisette, page 100. 

Invention of Letters, 18*31 Divine Idea. 

Passage of the Red Sea, 1491 Watery Bed. 

Argonautic Expedition, 1263 Hidden Gem. 

Destruction of Troy, 1184 Hot wood Fire, 

Battle of Marathon, 490 Repose. 

Battle of Thermopylae, 480 Refuse. 

First Sun-dial, 293 Sun-beam. 

Invention of Paper, 170 White Wax, 

First closing of Temple of Janus, 235 Anomaly. 

Second closing of Temple of Janus, 29 ... . Nap. 

Battle of Salamis, 480 Service. 

Destruction of Carthage, 146 Outrage. 

Battle of Pharsalia, 48 Rough. 

Battle of Philippi, 42 Ruin. 

Death and age of Caesar, 44-56 Rare {eulogy). 

— Fauvel-Gouraud, 1845. 

LOISETTE (1888) AND MILES (1848). 

Loisettk. Miles. 

Lisbon earthquake, 1755 talk lowly guVy hole 

Mt. Sorata, 21,286 uneaten fish a new lawyer 

Mt. Ararat, 17,260 attack no Jews a donkey 

Founding of Rome, 753 climb dime 

* Homophone for Henry, last consonant used instead of first. 


First Printing in Eng., 1471, 1474. .tract a worker 

Council of Trent, 1545 daily roll lawyer ly 

America discovered, 1492 tnrpin terrapin 

Mariner's Com pass inv. , 1269 tiny shape new shape * 

Mesmerism disc, 1788 to give off qui vive 

Miss. , length of warm oven sea room 

Nile, '• *' wordy essays # salmon 

Ohio, " " town jail ' dry 

Seine, " " argosy whale 

Thames, " «' annals Seine 

Ben Nevis, height of. wear your sash warrior 

birth death death age 

Napoleon took ship, divinity divine, Italian* 

It could hardly be expected that the figures for the heights of moun- 
tains, length of rivers, latitude and longitude, etc., as given by writers 
of 40 years ago, would agree exactly with those now accepted as correct. 
They serve however to illustrate the principle. 

All the words used by Loisette, in the whole System, to translate 
figures into words, excepting only about half a dozen, are to be found 
in the figure dictionaries of Miles and Fauvel-G-ouraud, one or both. 

There is scarce anything to be found in Loisette's System which can- 
not, both in principle and practice, be paralleled in one or another 
System of Mnemonics. This successful use of the ideas of othera side 
by side with such presumptuous claims to originality can only be ex- 
plained by the requirement of secrecy under a heavy penalty, and by 
the fact that the books of Pick, Miles, and Fauvel-Gouraud have long 
been out of print, the most recent of them some 15 years. 

Had " Professor" Loisette been content with claiming that his sys- 
tem included all the best methods employed by others, but in an im- 
proved form, few, perhaps, would have ventured to question his claims. 


Immediately to repeat a multitude of names or words once repeated 
before, I esteem no more than rope dancing, antic postures, and feats 
of activity, and indeed they are nearly the same thing, the one being 
the abuse of the bodily, as the other is of the mental, powers ; and 
though they may cause admiration they cannot be highly esteemed. 
— Lord Bacon. 

Once being obliged to keep my eyes bandaged for a fortnight, and to 
rest my brain from serious work at the same time, I tested these sys- 
tems, learning by their aid columns of logarithms, chronological tables, 
numbers up to the 300th decimal, and so forth, and found that all 
these acrobatic feats by which the memory teachers astonish their 
hearers are easy enough if a man will but give his mind to it, to the 
neglect of more important things. — John FretweU y quoted by Dr. 

Arbitrary arrangements to aid in recalling dates, words, and facts, 
which have no natural connection, are occasionally of use for a time ; 

* Fauvel-Gonraud, 1845. 


but natural connections are more lasting, and are on every account to 
be preferred when attainable. — Middleton. 

The powers of memory or acquisition may be greatly economised, 
but they cannot be increased as a whole. The total plastic force of 
each constitution is a limited quantity, or, if increasable it is at the 
expense of some other power of the system. 

A man may push acquisition to the detriment of other intellectual 
powers, as invention ; or of powers not intellectual, as susceptibility to 
emotion ; and, lastly, of the physical energies, from which it is possible 
that nourishment may be unduly withdrawn. — Bain. 

It is a fact that you cannot go on storing the memory forever. 

The extent of possible acquisition is great, and even marvellous, and 
implies an enormous extent and complication of the physical organ, the 
brain, which has, somehow or other, to provide a distinct track of 
nervous communication for every distinct acquisition. Yet this organ 
has its limit, which is very various in different individuals. Although 
acquirement may not stop till extreme old age, yet the available total 
does not increase, and may even decline long before the end of life, the 
new displacing the old. — Bain. 

A strong mental grip not passively receiving impressions, but 
seizing those that are worth keeping and neglecting the rest, knowing 
also what to forget, is the great characteristic of a good memory. — John 
FretweU, quoted by Dr. Holbrook. 

All systems of mnemonics utilize this principle of association in the 
culture of the recollective powers. Their aim is the endeavor to 
instil, by one means or another, the habit of linking together those 
thoughts that are naturally related. The more easily this is accom- 
plished, the more readily does the memory become available for its work. 
* * * * \y e a no tj require artificial links when, as it seems to 
me, nature has, in the majority of cases supplied natural ones in the 
ordinary associations of the objects we think about. — Dr. Andrew 

The habit of "correct association — that is, connecting facts in the mind 
according to their true relations, and to the manner in which they tend 
to illustrate each other ... is one of the principal means of im- 
proving the memory, particularly that kind of memory which is an es- 
sential quality of a cultivated mind — namely, that which is founded not 
upon incidental connections, but on triie and important relations. — Di\ 


Laws Governing t7ie Reproduction of Ideas. 

"The most ancient philosophers, including Aristotle, have laid down 
laws and principles respecting the reproduction of ideas. These laws 
and principles are based upon experience and observation, and are the 
following : 

1. The law of analogy. 

2. The law of opposition. 

3. The law of co- existence. 

4. The law of succession. 


"1. Analogy. — Analogous ideas reproduce each other. Analogous 
ideas are those which have one or more qualities in commou ; for ex- 
ample, tree and branch. If these be analyzed, it will be found that all 
the qualities or attributes of the latter are contained in [inclusion] the 

' ' 2. Opposition. — Opposite ideas recall each other. Those ideas are 
termed opposite which hive one or more qualities in common, bub 
which at the same time contain qualities . . . which exclude 
[exclusion] or oppose each other. 

"3. Co-existence. [Concurrence.] — Ideas which at some former 
period have been in the mind at one and the same time, recall each other. 

On the Improvement of Memory. 

*' Probably the main defect of all mnemonic systems, from Simon- 
ides, who is commonly reported to have been the inventor of Mnemo- 
nics, downward, is, that not one of the numerous writers on the subject 
has fully studied the nature of the Memory, and based his system upon 
that. Had this been done, much difficulty and confusion would have 
been avoided, and the system would have attained greater perfection 
before now. We propose, therefore, to endeavor to remedy this defect, 
taking for our starting point what has just been said about the faculty 
and functions of Memory. In this endeavor our principal task will be 
to show how Memory can be improved and strengthened by the use of 
facilities arising from the true nature of the mind ; and consequently 
on a natural system, and in a natural manner. 

"The surest and most effectual way to ensure an easy and accu- 
rate reproduction of ideas is to deal with the first impression; that is to 
say, to impart to it strength and vivacity. If this be done, the process 
of reproduction will accomplish itself with little or no effort. Now, 
experience teaches us that it is quite in our own power to greatly 
strengthen the original impressions. One of the most familiar modes, 
and one of those most in use, is Attention. It need scarcely be re- 
marked, that if attention has been paid to any object or subject the 
mind will receive a more powerful original impression than if we had 
been absent or inattentive. 

association of ideas, a. analogous or opposite. 

" The consideration next arises as to the most effectual means of 
forcing or fixing our attention, so as to produce a vivid and strong im- 
pression. Such means will be found to consist in Comparison. 

" With respect to comparison itself, a few explanatory remarks may 
be useful. We can only compare those ideas with one another which 
have some connection, that is to say, analogous or opposite ideas. 
When we thus compare two ideas,' we search out and place side by 
side the qualities which they possess in common, and those on the 
other hand, by which they are distinguished from each other. Now, 
this operation involves an effort of the mind, and produces an atten- 
tion which inevitably strengthens the impression. And if at a subse- 
quent period either one of the two ideas which have thus been com- 
pared and analysed presents itself to the mind, it will recall the other 
immediately and distinctly. 


<c From this it follows, that if there be two ideas which have any re- 
lation or analogy with each other, and which it is desired to retain in 
the mind, it is only necessary to compare them. The attention re- 
quired by this act of comparison is sufficient to ensure their mutual 
and almost simultaneous reproduction ; inasmuch as when one presents 
itself it will recall the other. 

'* Now, if there be a series of such analogous or opposite ideas, which 
it is desired to retain by heart, the rule just described still holds good, 
and the task will be found easy if set about with care and deliberation. 
"We shall here merely compare the first idea with the second, the sec- 
ond with the third, and so on ; no more than two ideas, however, be- 
ing taken up at the same time, without paying any attention to the 
preceding or the succeeding ideas. This rule must be rigidly attended 
to, in order to avoid confusion and perplexity. By this means the 
operation will always continue simple ; there will be always two ideas, 
and only two, to compare at one and the same time, notwithstanding 
the length and number of the whole series. The reproduction of the 
whole ia, therefore, the more certain; while, at the same time, the 
first idea will recall but the second, the second but the third, the third 
only the fourth, and so on in the consecutive series throughout. Thus 
none will fail, and the ideas will occur in order whenever it is desired 
to recall them. 


** As an example and practical illustration of the foregoing remarks, 
and a test of the mode of mental exercise suggested, we may compare 
the following ideas ; but we must take care to confine our attention, 
from step to step, to the two ideas which we have to compare, without 
paying attention at the time either to those which precede or those 
which follow them. 

England . 

. navigation 


. tranquility 


. steam 


. silence 

steai n 

. railway 

silence . . 

. meditation 


. telegraph 


. faith 

telegraph . 

. electricity 


. honesty 

electricity . 

. thunder 

honesty . 

. merchant 

thunder . 

. ptorm 


. India 


. blow 


. hot 


. windpipe 

hot . 

. summer 

windpipe . 

. pipe 

summer . 

. vegetation 

pipe . 

. music 

vegetation . 

. rock 


. harmony 

rock . 

. mountain 

harmony . 

. alliance 


. Switzerland 

alliance . 

. peace 


. travel 

" Here, then, is a chain of ideas .to be associated link by link so as to 
be capable of being recalled to the mind whenever it is desired to do 
so. Now, if we have taken care, in going through the list, always to 
compare only two ideas together, or at the same time, without for the 
moment paying any attention to the rest, the reader is requested to try 
whether he knows the list sufficiently well to go through it in the above 
order. If he has paid sufficient attention to, and distinctly understood, 
the simple principle and method of practice which has been laid down, 
he will be able to do so. When the first word or idea is taken, it will 


immediately reproduce the second, the second will reproduce the third, 
and so on, with astonishing facility, through the series, which, with 
diligence and intelligence, may be extended to almost any length. But 
this is not all. Not only can all the ideas be recalled by going on con- 
secutively from the beginning ; but if any one of them be taken, all 
the others can be recalled when one has adequate experience in this 
practical system of mnemonics. Again, if, instead of beginning with 
the first word, the student begins with the last, and thus proceeds in- 
versely, he will find that he can remember and recite the words or ideas 
with equal facility. The cause of this facility and certainty of result 
is, that no more than two words have been compared in the mind at 
the same moment. And thus, as the first can only recall the second, 
and the second the third, and so on, none can fail. And again in- 
versely, the thirtieth will recall the twenty-ninth, the twenty ninth 
will recall the twenty-eighth, until all the ideas have been recalled. 

44 We cannot too strongly insist on the importance of completely 
isolating each couple of ideas at the moment of comparing them, and 
confining our attention solely to them until the comparison be made 
throughout the series. An essential advantage of such isolation is, 
that it prevents obscurity and perplexity ; the mind is not overloaded, 
because the difficulty of the task does not increase with the number of 
ideas, there never being more than two to compare at one and the same 

44 A very usual recommendation made by some writers on mnemon- 
ics is to learn a series of words by heart, or commit them to memory, 
by combining them together. But it should be considered that a com- 
bination of this kind is effected, not by reflection, but by imagination, 
which is a very different thing. To take an example. This process 
of combining ideas by imagination, applied to the foregoing series, 
would take place in this way : England is the country of navigation, 
which is performed by the aid of steam ; steam impels locomotives 
upon railways, which railways possess telegraphs, which telegraphs 
are worked by electricity, etc. , etc. But this mode of oombining ideas 
can never perfectly attain the desired result, because it contains the 
inherent defect of there being no intrinsic necessity or certainty that 
the primitive impression is strengthened ; whilst, on the contrary, in a 
simple isolated comparison of two ideas, there is a complete certainty 
of that effect being produced. Moreover, in this process of imaginary 
combination, the more ideas there are to be combined the more diffi- 
cult and confused becomes the task ; which objection is not applicable 
to the system of comparing, by reflection, two isolated ideas at a time 
before passing to any further comparison. 


44 When we desire to retain or to insure the power of recalling two 
ideas which are neither analogous nor opposite, we find that they can- 
not be combined directly. But the object oan be accomplished in an 
indirect manner. 

44 This will be readily apparent. Each idea has some relation with a 
great number of other ideas. We must look amongst the ideas con- 
nected with those two which we desire to retain, for the purpose of 
finding points of comparison. For example : If we have to compare 


or combine paper and youth, we must look for one or more ideas which 
by their insertion will establish a chain of relative or connecting ideas 
between the two whioh are to be combined. This process is, in some 
respects, an arbitrary one ; and each particular person will establish 
his own chain of connecting links, according to his tastes or experi- 
ence. Thus, one will say that paper can be compared with white color. 
this with pure, and pure with youth. . Another will work out the com- 
bination in this way : paper — engine — force — youth. Another will 
compare: paper — book — imagination — youth. Thus the process of 
combination will vary with different persons; but in every case the 
comparison will be found easy ; and such comparison once established, 
the idea of paper will, by means of either of those processes of thought 
so gone through, always recall that of youth. There are different ideas, 
which have been so often present together in the mind, that they re- 
call each other instantly, e.g., steam and boat, boy and man, black and 
white, light and dark, etc In these cases no intermediate ideas are 

* * By this means a combination, sufficient to insure the power of re- 
calling any two given ideas, only one being presented to the mind, can 
always be obtained. It is, no doubt, desirable that the combination of 
two different ideas should be made by only one, but, at all events, by 
as few intermediate ideas as possible. Yet the number of these inter- 
mediate combining ideas does not materially prejudice the facility of 
their reproduction, which, indeed, often takes place with such rapidity 
that we are scarcely conscious of the presence or nature of the inter- 
mediate idea, so quickly does it come upon us. This is especially the 
case with ideas which are familiar to us. 

11 As an illustration of these remarks, let us suppose that we are to 
retain the following series of ideas : Garden, hair, watchman, philoso- 
phy, copper, cloth, workman, apple, eclipse, dream, coal, balloon, mi- 
croscope, idleness, silk, fountain, coast, watch, snow, etc. 

" We can combine the ideas in this manner : Garden, plant, hair of 
plant — hair; hair, bonnet, watchman; — watchman, wake, study— -phi- 
losophy ; philosophy, chemistry — copper; copper, cover — cloUi ; cloth, 
tailor— worlcman ; icorkman, gardener, garden — apple; apple, earth or 
moon — eclipse; eclipse, dark, night — dream; dream, nightmare, suffoca- 
tion — coal; coal, gas — baUoon; balloon, distance — microscope; micro- 
scope, study, labor — idleness ; idleness, hot, thirst— fountain ; fountain, 
dying — silk; silk, China, sea — coast; coast, navigation, compass — 
watcli; watch, Switzerland — snmc, etc. 

" Thus, by the exercise of ordinary ingenuity and attention (in itself 
a beneficial mental exercise), combinations can be effected to any ex- 


** The process of the mental operation just described for the repro- 
duction of a series, or of several series of ideas, can be applied in every 
case, where any series of words are to be retained in the memory ; and 
the object can be accomplished, with certain differences of detail, ac- 
cording to different circumstances. For instance : In some oases it is 
necessary to know and retain a series of words in precisely the same 
order in which they were given ; in other cases, the order of the words 
is not of essential importance. 


" In natural history, where there are particular and distinct classifi- 
cations of animals, plants and other objects, it is necessary to observe 
the order of the words as given ; but there are many cases in which it 
is not so necessary. 

4, In cases of the latter kind, what we have to do is to arrange the 
ideas ourselves, so as always to combine and take together those ideas 
which have any relation to each other, and which, consequently, can 
be compared directly. 

" To make this remark clear, it will be advisable to look over any 
ordinary grammar — the French grammar, for instance. In the gram- 
mar, under a general rule, we often find a series of words forming an 
exception to the rule, and which it is required to retain in the memory. 
Here it is, of course, essential to know all the words forming the ex- 
ception ; but the order in which they are given is of no importance. 

44 Sometimes the exceptional words or deviations from the rule are 
arranged in verses, and sometimes in alphabetical order ; these ar- 
rangements being adopted for the purpose of aiding their retention by 
the memory. 

"Now, if instead of adopting the metrical or alphabetical plan, we 
arrange the series so as to call in reflection, i.e., so as to take together 
the words and ideas which have any natural relation, it will be found 
that they will become perfectly familiar, and that the mind will retain 
them after only two or three attentive perusals. 

44 The French irregular verbs, for instance, with their English signi- 
fications, are given in the French grammar as follow : 

aoquerir, to acquire. 
alter, to go. 
B'en alter, to go away. 
s'asBeoir, to sit down. 
battre, to beat. 
boire, to drink. 
bouillir, to boil. 
conclure, to conclude 
oonfire, to pickle. 
coudre,. to sew. 
courir, to run. 
croire, to believe. 
cueillir, to gather. 
dire, to say. 
ecrire, to write. 
envoyer, to send* 
fuir; to fthun. . 
hair, to hate. 
lire, to read. 
mettre, to put. 
moudre, to grind. 

mourir, to die. 
mouvoir, to move. 
riaitre, to be born. 
ouvrir, to open. 
plaire, to please. 
pouvoir, to be able. 
prendre, to take. 
revetir, to bestow. 
resoudre. to dissolve. 
rire, to laugh. 
rompre, to break. 
savoir, to know. 
suivre, to follow. 
traire, to milk. 
tressaillir, to startle. 
vaincre, to vaitquinh. 
valoir, to be worth. 
vivre, lo live. 
voir, to see. 
vouloir, to be willing. 

44 Now the object of the scholar, in reference to the above words, is 
to be able always to recognize them as exceptions to the general rule, 
and to do this without reference to the order in which they occur. 
For this purpose, we have but to select sets of two words bearing ana- 
logy with each other, and to compare, viz., 



sit down 




sit down 














go away 




go away 











44 bestow 


' see 


44 take 


' be able 


44 acquire 

be able 

14 know 


44 vanquish 


* conclude 


44 beat 


* be willing 


44 startle 

be willing 

' believe 




4 be worth 


44 live 

be worth 

4 gather 


44 be born 

gather ' 


be born 

4 langh 




' please 


4 boil 


14 hate 


4 pickle 


4 say (calumny) 

pickle 4 

4 dissolve 


14 read 

" Now if this series of words be studied in the manner which we 
have recommended, and of which the list last given furnishes an ex- 
ample, namely, by comparing, or bringing before the mind at the same 
time, only two words, and these the ones which have a definite affin- 
ity, one or two attentive perusals will suffice to fix them in the mind 
for ever. But if an attempt is made to learn such a series by heart in 
the ordinary mode, that is to say, by repeating it over and over, with- 
out any reference to analogy, until by such repetition it remains in the 
mind, not only will vastly longer time be expended in the task, but the 
great probability is, that the whole of them will never be known per- 
fectly, for there is no principle of connection. And should occasion 
arise to make use of any one of the words, it will often be necessary to 
repeat the whole list in order to ascertain whether the particular word 
needed be amongst the exceptions. This is a great difficulty and dis- 
couragement to students. But if the task of retaining or committing 
the words to the mind has been effected in the manner indicated in the 
example, not only is their reproduction or recall at any future time 
rendered more certain, but on any one of the words or ideas occurring, 
it will immediately recall the others ; and there can be no doubt or un- 
certainty ; for if a given word is not comprised in a series (as of the ex- 
ceptional words just cited), it is at once known that it is not amenable 
to the observations which apply to that series ; for instance, in the par- 
ticular example given, that it does not form one of the exceptions to 
the general rule. 

" It is here presumed that the meaning of the French words is 
known, or, in other words, thajb they are ideas available to the reader. 
"Words belonging to foreign languages not known to us, or, indeed, any 
words of which we do not know the meaning, are, of course, no more 
than mere sounds, so far as we are concerned. 

4 'If a series of words has to be retained in the order in which they 
are presented, that is to say, if we cannot group together those words 
which have a connection, then we have only to compare the first with 
the second, the second with the third, without any further regard to 
the first, and so on. The comparison will be made directly where any 
connection exists, indirectly where different ideas are given, according 
to the above rules. " 

" The following arrangement will facilitate the acquirement of the 
irregular verbs of the German language. They have been divided into 
five divisions, according to the difference of the vowels they take in 
the imperfect tense. 

1. Verbs that take 
lave : 

to scold, schelten. 

to speak, sprechen. 

to command, befehlen. 

to press, dringen. 

to compel, zwingea. 

to enlist, werben. 

to bind, binden. 

to wind, winden. 

to wrestle, ringen. 

to swing, schwingen. 

to throw, werfen. 

to jump, springen. 

to burst, bersten. 

to flow, rinnen. 

to swim, schwimmen. 

to lie, liegen. 

to sink, sinken. 

to die, sterben. 

to spoil, verderben. 

to decrease, sch winden. 

to disappear, verschwinden. 

2. Verbs which take 
vowel in the imperative 

to lend, leihen. 

to appear, scheinen. 

to sleep, schlafen. 

to be silent, schweigen. 

to advise, rat hen. 

to 8 how, weisen. 

to bid, heissen. 

to call, rufen. 

to cry, schreien. 

to blow, blasen. 

to push, stossen. 

'a" in the imperfect, and "i" in the impera- 

to forget, vergessen. 

to recollect, sich besinnen. 

to meditate, sinnen. 

to read, lesen. 

to see, sehen. 

to mistake, versehen. 

to be frightened, erschreck- 

to pick, stechen. 
to burn, brennen. 
to stink, sunken, 
to perceive, empfmden. 
to help, helfen. 
to give, geben. 
to take, nehmen. 
to bring, bringen. 
to find, finden. 
to gain, gewinnen. 
to hit, treffen. 
to stick, stecken. 
to stand, stehen. 

to sit, sitzen. 

to spin, spinnen. 

to measure, messen. 

to be worth, gelten. 

to beg, bitten. 

to recover, genesen. 

to eat, essen. 

to devour, fressen. 

to drink, trinken. 

to swallow, schlingen. 

to conceal, bergen. 

to steal, stehlen. 

to bteak, brechen. 

to sound, klingen. 

to sing, singcn. 

to do, thun. 

to happen, geschehen. 

to begin, beginnen. 

to bring forth, gebaeren. 

to come, kommen. 

to tread, treten. 

*ie" in the imperfect, keeping the radical 

to rub, reiben. 

to hew, hauen. 

to fall, fallen. 

to go, gehen. 

to run, laufen. 

to drive, treiben. 

to catch, fangen. 

to hold, hulten. 

to leave, lassen. 

to avoid, meiden. 

to separate, scheiden. 

to write, schreiben. 
to pardon, vcrzeihen. 
to praise, pre i sen. 
to please, gefallen. 
to thrive, gedeihen. 
to ascend, steigen. 
to remain, bleiben. 
to hang, haengen. 
to roast, braten. 
to spit, speien. 
to snow, schneien. 

3. Verbs which take u i" in the imperfect, and double the last con- 

sonant of the root : 
to seize, to grasp, greifen. 
to pinch, kneifen. 
to bite, beissen. 
to suffer, leiden. 
to fade, verbleichen. 
to yield, weichen. 

to glide, gleiten. 

to sneak, schleichen. 

to step, schreiten. 

to ride on horseback, reiten. 

to combat, Btreiten. 

to strike, streichen. 

4. Verbs which take " o" in the imperfect : 

to command, gebieten. 
to be able, koennen. 
to consider, erwaegen. 
to weigh, weigen. 
to raise, heben. 
to move, bewegen. 
to push, schieben. 
to draw, Ziehen. 
to bend, biegen. 
to creep, Tcriechen. 
to spring forth, quellen. 
to pour, giessen. 
to offer, bieteu. 

to fight, fechten. 
to shoot, schiessen. 
to resound, erschallen. 
to thresh, dreschen. 
to fly, fliegen. 
to flee, fliehen. 
to sprout, spri essen. 
to drip, triefen. 
to suck, saugen, 
to drink, saufen. 
to swell, schwellen. 
to enjoy, geniessen. 
to milk, melken. 

5. Verbs which take " u " in the imperfect : 

to dig, graben. to wash, waschen. 

to grow, wachscn. to stipulate, bedingen. 

to produce, schaffen. to hire, dingen. 

to bake, backen. to drive, fahren. 

to split, schleisen. 
to cut, schneiden. 
to sharpen, schleifen. 
to whistle, pfeifen. 
to study, sich befleissen. 
to be like, gleichen. 

to boil, sieden. 
to melt, schmelzen. 
to glimmer, glimmen. 
to freeze, f rieren. 
to nurse, pflegen. 
to loose, verlieren. 
to grieve, verdriessen. 
to swear, schwoeren. 
to lie, liigen. 
to deceive, betrugen. 
to shear, sheren. 
to shut, schliessen. 

to load, laden, 
to carry, tragen. 
to skin, schinden. 
to beat, schlagen. 


" Here I have only been able* to give the principles, which seem to 
me the sole scientific, and therefore the sole true, basis of a method for 
facilitating the process of learning by heart. The practical application 
of which it is capable, I explain in oral lectures. One of the most effi- 
cient results of these simple psychological principles is obtained by their 
application to the study of foreign languages." 

4 'Programme op Lectures and Demonstrations on Memory by 
Dr. Edward Pick. 

Dr. Pick, having made Psychology his special study, has thereupon 
founded and evoked a helping agent at once simple and natural, and 
capable of being brought instantly into active operation. 

" Syllabus. 

First Lecture. — The Fundamental Principles of the System ; Associa- 
tion of Ideas ; Application of the System to a Series of Words with 
or without Connection. 

Second Lecture. — Application of the System to the permanent Remem- 
brance of Numbers and Statistics generally. 

TJiird Lecture. — Application of the System to the Study of the Holy 
Scriptures, History and Chronology, Chemistry, and Jurispru- 

Fourth Lecture. — Application of the System to Foreign Languages, 
Proper Names, Geography, Botany, Geology, and Mineralogy. 

Fifth Lecture. — Application to the Study of Languages, and to the Re- 
tention of Sermons, Lectures, Prose, Poetry, etc., General Appli- 
cation of the System, and the Audience tested to prove their Pro- 
ficiency in it, and the Facility with which they have made them- 
selves Masters of it." 

Commendations op Dr. Pick's System, 1853-1887. 
{Journal des Debate — Jan. 24, 1854.) 

This method has been examined by a Special Commission appointed 
by the Minister of Public Education ; and the report of this Commis- 
sion, composed of Inspectors- General of Public Education, has been ex- 
pressed in terms so favorable to M. Pick, that he has been allowed to 
demonstrate his method before the pupils of the Upper Normal School 
(College of Preceptors). 

{La Presse— February 1, 1853.) 

By this method of M. Pick, one may become acquainted with and 
possessed of, for a life-time, a scientific instrument both apt and sure, 
which engraves on the memory, in a manner indelible, and without 
producing any sense of fatigue, things the most fleeting and abstract. 

Thus, in the two preparatory lectures which he has already given, 
M. Pick, by means of his method, has succeeded in making his auditors 
retain, upon one hearing, a series of more than forty words. What re- 
sults may not be looked for on the completion of the course ? 

{D Illustration^ January 7, 1854.) 

. . . M. Pick has consequently based his method upon the prin- 
ciple that it is necessary to fortify the first impressions or ideas by 
mutually comparing them. To enlarge upon the special application 
of this method would require much time ; suffice it to say, that its 
simplicity invests it with great value, with reference as well to the 
study of the classics as of the natural sciences. 

The practical usefulness of this German Professor's method has been 
instrumental in obtaining for him the honor of teaching it in the first 
establishment of public education in France : viz., at the Upper Nor- 
mal School. We bope that M. Pick will soon resume those public lect- 
ures at the 4S Athenee," which, last season, met with such remarkable 

Professor Weber, late Director of the Preceptors' College in Bremen, 
one of the most celebrated writers on General Education. 
"I advance my conviction, based upon scientific principles. . . . 
This method of Dr. Pick s is really practical, and presents the inesti- 
mable advantage of being true to nature, easy to be acquired, and ap- 
plicable forthwith, without any loss of time whatever." 

{Morning Post, London, November 25, 1859.) 

The Principal of Magdalen Hall [Oxford] introduced Dr. Pick to the 
meeting, and stated that that gentleman had acquired great celebrity 
as a lecturer on the best mode of improving and strengthening the 
memory, at the Universitieo of Vienna, Leipuia Heidelberg, and more 
especially at Paris. . . . Dr. Pick then addressed the meeting, 
and made some passing remarks on the nature of memory, its great 
value, and the facility with which it can be strengthened and made 
more retentive. ... He had arrived at the conclusion that it 
could only be attained by the application of sound and natural princi- 
ples, at once simple and exact, and in perfect harmony with the intel- 
lectual nature of man. He stated that, upon those principles, his 
whole system was based. 

From Edward Thring, M.A., the distinguished author and educator, 
Head Master of one of the most famous schools in England. 
"It gives me great pleasure to bear witness to the excellence and 
power of Dr. Pick's teaching on memory. . . . The whole of my 
working-life as a learner of new things has been turned round and 
doubled in efficiency Rince I heard Dr. Pick. . . . Dr. Pick's 
method has the marvellous advantage of being the right method lor 
acquiring all knowledge, the true way to apply mind ; whilst it also 
has a few simple, but all-powerful, rules by which the learning any 
thing by heart is rendered possible and lasting. I work by Dr. Pick's 
instructions, and I only wish everyone had the inestimable advantage of 
doing the same. The system is short, simple, and effectual. Practice 
only is required." 

Edward Thring?. 

Thb School-House. Upptnoham, Rutland. 
October 14, 1887. 


{Daily News, London, March 1, 1860.) 

Dr. Pick's reputation is based on grounds which educated men are 
quick to respect. Near the close of last year he lectured at Oxford, 
with the express approval and co-operation of the Principal of Magda- 
len Hall. 

{Daily News, London, May 8, 1860.) 

The meeting was presided over by Mr. Monckton Milnes, M.P., who, 
in introducing the Lecturer, bore testimony to the philosophic princi- 
ples upon which the system was based. He said that Dr. Pick did not 
possess or profess any extraordinary faculty of memory ; but that, in 
the pursuit of psychological studies, he had been led to consider the 
best means of strengthening and vivifying those ideas which he desired 
to retain. ... In confirmation of his statement, he [Dr. Pick] 
asked his audience to apply the system then and there in an effort to 
retain large groups of words in a sequence not aided by any continua- 
tion of sense. This they accordingly did, to their own evident wonder ; 
for the string of words, easily remembered by all present, after hearing 
them only once, must have numbered between forty and fifty. 

{The Lancet, London, November 10, 1860.) 

The system [Pick's] is founded on natural principles, by which 
facts, images, ideas, and numbers may be instantly and enduringly 
fixed in the mind. His method can be applied to the acquiring of 
languages, the Rtudy of anatomy, and other subjects. For medical 
students especially, who have to learn and remember so much, it would 
prove especially useful. 

B^* NOTICE. — Let no one be discouraged if this Lesson looks diffi- 
cult ; it is quite simple and easy, thanks to the use of some of the prin- _ 
«o ciples of my Art. All will be surprised at the shortness of the time it \m 
g> will take to master it, if they begin at the beginning and proceed slowly ' 
* and surely. —A. LOISETTE. *4 

I The Loisettian School of Physiological Memory ;| 

I OR > g 



2 o' 

2 PART I. » 


g "That ONLY, in an educational senRe, is KNOWLEDGE to us which wo have »— « 
GAINED through the working of our own minds."— Joseph Payne. 2 



2 8, 








<j My System is a Royal Road to all kinds of Learning, but there is no «5 

k Royal Road to acquiring it. It has to be learned. The immediate ob- © 
ject aimed at is the acquirement of a MENTAL DEXTERITY and an 5 



person might as well hope to become a first-class Portrait Painter by 
reading instructions without any practice, as one of my Pupils aspire to 
Master the Art of Never Forgetting without doing all the exekcises 
I prescribe ; and yet children 10 years old master my System without 
the slightest difficulty. Do all become proficients in it ? No. Why ? 
From no fault of my System, but from a mental inability, which pre- 
vents such persons irom mastering any study whatever. The infirmity 
of Mind-wandering incapacitates some people from taking in or absorb- 
ing the ideas or thoughts set forth in any study. Memory is the revival 
of a past Mental Impression. As these mental excursionists never dwell 
long enough on any new ideas to be able to understand or comprehend 
them, there are really and truly in this case no First Impressions at all, 
and hence there is nothing to be recalled. Until, then, these mental in- 
valids get their Discontinuity cured, there it but slight probability that 
they will ever master any subject, trade, or profession. These unfortu- 
nates — who are, however, often highly gifted in other respects — will ut- 
terly fail to master my System of Memory unless they, in the case of these 
lessons, completely conquer this bad habit. They must carefully read 
over each sentence in my Lessons and then try to repeat the sense, if 
not the very words, of it from memory after they have absorbed and fa- 
miliarised themselves with all the ideas in the sentence, in the manner set 
forth on pp. 54, 55, 56 and 57. They must subdue that chronic fickle- 
mindedness which always causes them to simply glance at the begin- 
ning of each paragraph, and to rush on to the last sentence without any 
distinct comprehension of what has preceded ; and then to give up in 
despair because the two or three ideas they hate acquired cannot do the 
work of the dozen ideas they have overlooked ! ! Strange as it may 
seem, I often find Pupils are dreadfully troubled with Mind-wanclering 
who have never suspected the fact ! ! The Art of Never Forgetting is 
not magic — there is no trick about it — it is simply a Memory Discipline 
of the highest order; and to acquire it, careful Study and patient Prac- 
tice are indispensable. And with these auxiliaries, and not without 
them, it becomes a most fascinating and useful study, for it is the 
Golden Key that unlocks the secrets of all kinds of learning. Every 
genuine student has always been charmed with these Lessons, for they 
are in no sense tusks, but only delightful mental recreations. 

%%T No Pupil ever receives ilie next Lesson until lie furnisher me satis- 
factory proof by carrying out my instructions and, doing Hie prescribed ex- 
ercise, that he has mastered the Lesson he has received. .Jg^D 

My System is built on the Natural Memory. It is a Physiological 
Method. Memory being a primordial property of the protoplasma dif- 
ferentiated as nerve ganglia — similarly as contractility is a primordial 
property of the protoplasma differentiated as muscular fibre — it can be 
strengthened by practice, as the muscles are strengthened by practice, 
and the KIND of exercise insisted upon in my System secures the high- 
est DEVELOPMENT of the Memory in the shortest possible time. 
There are two stages of the Natural Memory. I. The Stage of the 
First or Original Impression [received into the mind through the Touch, 
Taste, Smell, Eye or Ear, or arising in the mind from its own opera- 
tions]. II. The subsequent Revival of that Impression. 



The first impression may be defective. If there is no first impression, then there is 
nothing to recall and there can be no memory. If the first impression is feeble, then it 
makes no abiding mark ; it soon fades out, and no effort can recall it. The first essential 
to a good memoi-y is therefore to get vivid first impressions. There are two causes of de- 
fect in first impressions. 

A deaf man can have no first impression of a stranger's voice. Not hearing it, he can- 
not remember it. There is nothing to remember. There was no first impression. Simi- 
larly, a blind man can have no first impression of a new colour or a strange face. He can 
never remember them because he has had no first impression, and has, therefore, nothing 
to remember. Precisely in the same way, a man who reads a book without understanding 
it gains no first impressions, and therefore cannot remember. There is' nothing for him 
to remember. There may be ideas in the book, but if he has not grasped them, he has 
had no first impression, and be can have no memory of them. He may remember the 
words in which the ideas are expressed, but that is another thing. We may call this de- 
fect Privative, since the person is deprived of his first impression. My System cannot, of 
course, give sight to the blind or make the deaf hear ; but though it cannot make a first 
impression where none exists, it can and does enable a person to secure vivid first im- 
pressions in all cases. 

The second great cause of defective first impression is lack of attention. When you 
come home from a walk through a crowded street, can you remember the appearance of 
the last three persons that you passed ? No. In ninety-nine cases out of a hundred you 
cannot tell whether they were men or women. Yet yon passed close to them, looked them 
full in the face, perhaps brushed against them. And you cannot remember half an hour 
afterwards a single particular of their appearance. Why is this? You say it is because 
you paid no attention ; and you are quite right. The first impression was njade upon 
your senses : it was carried to the brain ; but it failed to get itself registered. You were 
thinking about other things. The higher brain-centres were occupied in other ways, and 
the new impression knocked in vain for admission. It was tinned from the door. It 
never effected a complete entry. The first impression was so faint, so fleeting, so tran- 
sient, that the strongest power of recall fails to revive it. Of such an impression there 
can under ordinary circumstances be no memory. But if the Inst person you saw before 
entering the house happened to be a beadle, resplendent in his official costume, you might 
be able to remember his appearance ; if it happened to be a Chinaman, dressed in the 
habit of his nation, yon would very probably recollect him ; and if perchnnce it was an 
unfortunate soldier with half his face shot away, the memory of him would certainly be 
very strong and might be unpleasantly persistent. Why is there memory in these cases 
and none in the previous case ? Because, you say, in these cases your attention was at- 
tracted ; and in proportion as the attraction was 6trong the remembrance is strong also. 
You may have seen a shoemaker putting nails into the sole of a boot. With his left thumb 
and finger he pricks the point of the nail into the leather just far enough to make the nail 
stand upright. It is so feebly attached that nt the least shake it fulls on the floor. Then 
down comes the hammer and drives the nail up to the head. Now the sensations that are 
continually pouring in upon us by all the avenues of sense — by the eye, ear, nose, tongue 
and skin — as well as the ideas streaming into our minds, are on their first arrival attached 
as feebly as the nails to the boot. But then down comes the Attention like a hammer, and 
drives them into consciousness, so that their record remains for ever. From all this we 
see the importance of a good power of Attention. Unless you have such a command of 
your Attention that you can bring it down heavily upon impression after impression, so 
as to drive them home into your consciousness, they will have no firm attachment and 
they will be shaken out by the first movement of the mind. 

It is manifest, therefore, and it is insisted on by many writers on Mental Science, that 
the first requisite to a good Memory is a good power of Attention. But none of these 
writers give even a hint as to bow this power is to be attained. There arc very many 
people who are so afflicted with Mind-wandering, which may be regarded as a paralysis of 
the Attention, that it is impossible for them to attend to any single subject for two con- 
secutive moments. All the while that their eyes are fixed on a book and their lips are re- 
peating the words that they read, a phantasmagoria of disconnected images is dancing 
through their mind. Memories of past scenes and past events, sober anticipations, and 
castles in the air, rise to the surface and jostle one another like bubbles in a boiling pot. 
To such people it is no doubt interesting to know that, unless and until they control their 
Attention and keep it fixed on the subject they are learning, they will never be able to re- 
member : and similarly it is interesting to a paralysed man to know that until his mus- 
cles regain their power he will not be able to walk ; but it is no more use to tell the mind- 
wanderer to keep his Attention fixed than to tell the paralysed man to move his leg. In 
the one case, as in the other, the sufferer must be put through a course of treatment. But 
iu the case of the mind-wanderer this necessity has not been recognised. No writer on 


Mental Science has ever suggested that it was possible to give control over the attention 
by a proper course of exerciser, far has any one suggested the kind of exercise neces- 
sary. Now, one of the cardinal points in my System is this very treatment of Mind- 
wandering. By following my instructions and doing the exercises I prescribe, the mind 
is tiod down to the subject-matter by a tether which brings every excursion of the atten- 
tion to an end with a sharp jerk ; and which ends in binding the mind down to the task 
closely and continuously. Thus, by these unique exercises, the Habit of Attention is 
created, consolidated and made firm and unwavering, for all future occasions. 

TIME TO LEARN MY SYSTEM.— Those persons who are en- 
gaged all day in hard labour or in mental or bodily dissipation, or in 
other studies, should retire an hour or two earlier at night, in order to 
get up an Iwur or two earlier in tlie morning, so that they can study these 
lessons when the mind is fresh and the body rested. 

E2gr NO NEW ACQUISITIONS can be made when the mental and 
physical energies are exhausted. 

My Discovery, so far as it pertains to this Lesson, demonstrated what 
had never been suspected by any one before — that all memories — the strong- 
est as well as the weakest— are PRODIGIOUSLY STRENGTHENED in 
both Stages by learning and reciting forwards and backwards, or, what 
is better still, by making and repeating from memory both ways, a series 
of from 100 to 500 words arranged in conformity to the three Laws given 
below, which Laws were revealed to me, on their Physiological, or only- 
true side, by my Discovery. 

Every First or Original Impression arouses or excites previous 
Ideas or Congenital Predispositions to Ideas, through the principles of 
Inclusion, Exclusion, or Concurrence ; and whenever we recollect or recall 
any First Impression or Idea, we do it by passing from our present 
mental state, through Inclusion, Exclusion, or Concurrence, to the regis- 
tration left by the aforesaid Original Impression or Idea. 

[See Pages 45, 46 and 47.] 




L INCLUSION indicates that you realize and feel that there is an over- 
lapping of meaning between two words, or that there is a noticed or 
recognised idea or sound that belongs to both alike, as, to enumerate 
a few classes : 


IS Simple Inclusion (mostty synonyms)— Riches, Wealth. Frequently, 
jg Often. Obstacle, Barrier. Wretchedness, Misery. Loss, Lack. In- 
g quire, Ask. Allow, Permit. Work, Labour. 

£« Whole & Part— Earth, Poles. Ship, Rudder. Forest, Trees. Air. Oxy- 
^ * gen. House, Parlour. Clock, Pendulum. Knife, Blade. Horse, 
g Hoof. 

*g Genus and Species — Animal, Man. Plant, Thyme. Fish, Salmon, 
^a Tree, Oak. Game, Pheasant. Dog, Retriever. Gas, Oxygen. Rock, 
*g Granite. 

•;g Abstract & Concrete— (The same Quality or Property appears in both) 
— Dough, Soft. Empty, Drum. Lion, Strong. Courage, Hero. Glass, 
"to Smoothness. Gold, Ductility. Oxygen, Colourless. 
J>» Similarity op Sound— Emperor, Empty. Salvation, Salamander. 
3 Hallelujah, Hallucination. Oxygen, Oxen. Cat, Catastrophe. Top, 
If Topsy. (Inclusion by sound is not punning.) 

g II. EXCLUSION means that you observe that there is an antithesis, or 
j3 that one word excludes the other, or that both words relate to one 
and the same thing, but occupy opposite positions in regard to it, 
»° as Riches, Poverty. Hot, Cold. Old, Young. Damp, Dry. Life, 
to Death. Love, Hate. Joy, Sorrow. Courage, Cowardice. Health, 

2 Sickness. Righteous, Wicked. Beauty, Ugliness. 

g III. CONCURRENCE is the felt relation between two ideas or impres- 

.© sions which we have sensuously experienced or tlwught of together or 

*J almost simultaneously, or History has told us are together, although 

j* having no relation necessarily — Daniel, Lion. Execution, Marwood. 

§ Gravitation, Newton, Apple. Dives, Lazarus. Abraham, Bosom. 
•3 Pipe, Tobacco. Michaelmas, Goose. Columbus, America. Grand- 
•"* mother, Knitting. Socrates, Hemlock. Bruce, Spider. Nelson, 
,S Trafalgar. Demosthenes, Seashore, Pebbles. Job, Patience. Wed- 
** ding, Slippers. Wellington, Bonaparte, Waterloo. Oxygen, Priest- 
's ley. Sin, Punishment. Will, Act. Cause, Effect. Lightning, 

« Thunder. 


*a [In the cane of the following pain, one word has been so often appropriated to the other, 

^J that there seems to be something in common in the meaning of the terms — but it is not 
so, they are mere cases of Concurrence, but of almost indissoluble Concurrence. For in- 

4) stance, a man might examine a " spade " in all its parts and might even make one after 

H a model, and not even know what " dig " means. The mention of "dig " is as likely to 

*~* make us think of pickaxe as of spade. " Spade " does not mean *' dig," nor docs *• dig " 
mean spade. u Dig " merely means the action of the " spade " or the use to which it is 

m put. Henoe this pair of words does not furnish an example of Inclusion. But, as '* dig " 

g is frequently appropriated to "spade" — as we have often thought of those words to- 

^3 gether — this is a case of strong Concurrence. The term " swoop " is almost exclusively 

c^ applied to "eagle." A certain action or movement of the eagle is termed swooping. 

O But " eagle" does not mean "swoop," nor does ** swoop" mean "eagle." We always 

«d think of " eagle " when we think of " swoop," but we do not always, or even of ten— think 

fl of •* swoop " when we think of 4t eagle." It is not an example of Inclusion, but of mere 

.2 Concurrence. 
+2 Spade, Dig. Razor, Shaving. Coffin, Burial. Chair, Sitting. Scythe, Cut. Sword, 

3 Wound. Pen, Write. Ears. Hearing. Road, Travel. Food, Bating. Paper, Write. 
<g Wine, Drink. Worm, Crawl. Bird, Fly. Eagle, Swoop. Hawk. Hover. Ram, Butt. 

5? Tooth ft-nach Whoal Tnm 1 


Teeth, Gnash. Wheel, Turn.] 

,£3 Before proceeding further, let the Pupil re-read the foregoing Laws, 
H and endeavour to satisfy himself that each example really illustrates the 
Law under which it is given. 


Let the Pupil also make ont for each of the three Laws a list of illus- 
trations different from any of the foregoing, and send it to me for criti- 
cism. Send all the exercises on this lesson at the same time. 



I In. by 


Dentist ^ Con. 
Draw \ and In. 


Now let the Pnpil ask wluit relation he finds between the following 
words : — 

There is nothing in common in the meaning of 
these words. Nor is there any antithesis be- 
tween them, nor have we ever thought of them 
together, so that when we now think of one it 
recalls the other from the operation of Con- 
currence, but it is a case of In. by S. , as the 
sound dent belongs to both alike. 

The meaning which common usage has as- 
signed to Dentist, is one who draws or extracts 
and repairs teeth, &c. So some may deem 
this a case of In., as the idea of " drawing " 
belongs to both words, principally to dentist 
and wholly to " draw." No one can think of 
a dentist without thinking of drawing teeth, 
so this is a specimen of Con., especially strong, 
if we have had personal experience with den- 
tists drawing teeth. 

To draw is to pull, to use foroe — to overcome re- 
sistance. To give up is to yield to force, to 
make no opposition, to surrender voluntarily. 
Here, then, are distinct opposites. 

Self-sacrifice means to give up one's own interest 
or what is dear to one. " To give up" is to 
give up anything, trifling or important. " Self- 
sacrifice " is to give up a great deal. It is In., 
G. and S. 

Washington being a proper name, has no signi- 
fication as such, no connotation ; it is a sound 
to which the man answers. Therefore there 
can be no In. by meaning here. But we have 
thought of Washington and self-sacrifice to- 
gether, as history has informed us that he re- 
fused to be made Dictator by the army, and to 
be elected President for a third term. Henoe 
it is a case of concurrence. 

Although a proper name as such has no mean- 
ing, yet the parts or syllables of it may be sig- 
nificant words, as tk wash" in Washington. 
Wash belonging to " Morning wash" and 

Draw j 

To give up j 


To give up ) j 
Self-sacrifice J in ' 

Self-sacrifice j 
Washington J 


Washington ) In. 
Morning wash j* by S. 


"Washington," this is a case of In. by S. 
through the syllable " wash." fl^*It may be 
well to remark that in imposing a name in the 
first place, a reason may exist why that name 
is given, as Alb us [whitej was given to the 
mountains, now more euphoniously called 
Alps, because they were white or snow- 
crowned ; but Alps does not mean white to 
the moderns. The word merely indicates or 
points out the mountains so called. 
Morning wash ) j If " Dew " is regarded as a •' Morning wash " of 

Dew j ' the flowers, &c, then this would be a case of 

In. by Genus [Morning wash] and Species 
[Dew] of that " wash." As both imply moist- 
ure, there is something in common in the 
meaning of the words. It is simple In. 

^ ew \ Can There is nothing in common in the meaning of 

Flower beds ) * the words. But experience has told us that in 

th( - " 

)In. Ifw< 
>or we 
) Con. a 

the morning the dew is often on the flower 
beds. It is mere Con. 
Flower beds ) In. If we merely think of flower " and " bouquet " 
we should have In. by whole and part —since 
Took a bouquet ) Con. a bouquet is a collection of flowers, and a 
flower is but one of a collection. But if we 
think of " flower beds ' as a whole by itself, 
the relation between these two words and 
"bouquet" would be Concurrence, since we 
know that flowers are often selected from 
** flower beds v to make a bouquet. Thus we 
see that as words have sometimes several mean- 
ings, and as we can bring them into different 
relations according as we look at them from 
one or another point of view, we may there- 
fore find or discover the relations of In. , or In. 
and Con. , or even of In., Ex. and Con., between 
the same pair of words, as in the case of 
' Plough, Sword. This is a case of In., since 

both are cutting instruments. It is also Con., 
since we have t/iotiglit of them together in 
reading about "Beating swords into plough- 
shares," and also of Ex. , as one is the emblem 
of Peace and the other of War. 
Took a bouquet ) « Although we cannot get bouquets from all gar- 
Garden j" * dens— kitchen gardens for instance — and al- 
though we can sometimes get bouquets from 
places which are not gardens, yet as we gener- 
ally think of bouquets as taken from gardens, 
this is mere Con. 
Garden )« "Eden*' means a place of pleasure. Hence 
Eden J * Garden of Eden was a pleasant place— a Para- 
dise. We have often thought of the "Gar- 
den" of "Eden" — of these words together. 
Hence it is Con. 


Eden ) -, The word Adams is merely the word Adam, with 

Adams f ' the addition of " s." We have often thought 

of Adam having been placed in Eden. It is 


I. — Now see if you can correctly repeat these 13 words from memory 
— not in doubles as in the above analysis (nor by recalling the words In- 
clusion, Exclusion, or Concurrence), but as a Series If not, re-think the 
relation between the words where your memory failed until you can re- 
peat the 13 words in the exact order. This direction is almost univer- 
sally violated. (^"Remember you are committing to memory, not by 
repetition, but by analysis, and this requires that, where your memory 
failed, you should re-fortify the first impression only by re-thinking the 
relation between the words. 

IL — What is really accomplished by the disagreeable act of endless 
repetition ? Nothing, except vaguely impressing these relations [In. , 
Ex., or Con.] on the mind by a slow instinctive absorption, whereas a con- 
scious Thought and a reflecting Analysis accomplish the same result with 
a thousand-fold greater vividness by only one perusal. Besides, what is 
consciously learned by Analysis remains — but what is vaguely absorbed 
by rote is very soon forgotten. Again : suppose your memory is so weak 
that in one or more instances you have had to re-think the relation be- 
tween the words three or more times. This is very different from more 
repetition. There is no thought in mere repetition, whereas in reviving 
the relation between a pair of words there is a distinct act of thought. 
You put " brains" into the operation. And, what is more, you do not 
tickle the fancy or the imagination, whose burdens your memory would 
have to carry in addition to its own, but you invigorate and intensify 
the memory itself ; and the readiness of the recall always has rela- 
tion to the vividness of the First Impression. 

III. — If you had learned these 13 words by rote it would have occu- 
pied very much longer time, perhaps 50 times as long, and if you wished 
to say them backwards you would have to learn them backwards ! ! ! 
And this would have occupied you five times as long as learning them 
forwards, because you would be constantly mixing up the forward or- 
der with the return order. But, if you can NOW say them from " Presi- 
dent " to "Adams," you can readily say them back from ** Adams" to 
" President." Try! 

IV. Now proceed in the same manner, solely by analysing the rela- 
tion between the words, to learn the next set of words from " Adams" to 
"Madison," so as to say this last series both forwards and backwards 
from memory, and without mistake. 

Adams ) c Adam fell from his first estate by not keeping the 

The fall j * commandment. We have often heard or read 

of l * the fall " of Adam. It is Con. 
The fall ) j Failure is any kind of failure. The fall was a 

Failure J " particular kind of failure. It is In. by Genus 

and Species. 
Failure ) j Here again we have In. by Genus and Species, 

Deficit J" deficit being a special failure, a failure of 

Deficit ) j Deficit refers to lack of means of payment. Debt 

Debt f * to the obligation and duty to pay. 


Debt [bonds ) » This is a relation by Genus and Species. Debt 

Confederate J covers all kinds of debts, and Confederate 

Bonds are a species of debt. 
Confederate bonds { q This is Concurrence, as Jefferson Davis was 
Jefferson Davis ) President to the Confederacy that issued 

the Confederate Bonds, which have never 

been paid. 
Jefferson Davis ) T , a 
Jefferson [ In. by S. 

Jefferson ) T „ , fi 

Judge Jeffreys J ln * Djr B * 

Judge Jeffreys ) c The "Bloody assize" was held by Judge Jef- 
•• Bloody assize " ] freys in August, 1685. He caused upwards of 

800 to be executed, many to be whipped, im- 
prisoned, and fined, and more than 1,000 were 
sent as slaves to American plantations. 
*' Bloody assize " ) ~ The ** Bloody assize " caused or was followed 
Bereavement ) ' by great bereavement. Whoever has thought 
of the " Bloody assize," must have thought 
of the grief and mourning it caused. 
Bereavement ) c This is Concurrence. A bereavement is usually 
Too heavy a sob J accompanied by sobbing. We have often 

thought of heavy sobs in connection with great 

Parental grief ) c Although a mad son usually causes parental grief. 

Mad son \ ' yet there is nothing in common in the mean- 

ing of the words. The relation is that of Con., 
as we naturally expect to find that a mad son 
causes grief to his parents. 

Mad son ) T „ , « 

Madison f In ' ^ S ' 

Now recall att the word* in the reverse order from "Madison" to 
€l President, " and then in the forward order from * 4 President "to" Madi- 
son. " When, in learning a series, you have finished a set of words, always 
go backwards and recite all the words from where you leave off to the 
beginning, and then return. Every successive tenth (or thereabouts) word 
(in capitals) will furnish a convenient stopping place. 

Never start learning anything in this course of lessons before you 
have read the directions, before you have understood how you are to 
learn it. 

On no account do the learning before you do the analysing. Recol- 
lective Analysis is not grammatical analysis. What you have to analyse 
is the relationship between each pair of words. 

Let the Pupil learn the remainder of the Presidential Series and send 
his Analysis thereof for criticism. 

[The Names between brackets can be disregarded.] 
President I To give up 

dentist I self-sacrifice 

draw I Washington [George] 


morning wash 



Harrison [William H.] 


Old Harry 

Took a bouquet 



Hit fraud 


painted clay 

Adams [John] 

baked clay 

the fall 



Tyler [John] 


Wat Tyler 

poll tax 

Confederate bonds 


Jefferson Davis 

Free icM 

Jefferson [Thomas] 

free-will offering 

Judge Jeffreys 

Burnt offering 

"Bloody Assize" 


Polk [James K.] 


Too heavy a sob 

end of dance 

parental grief 

termination u ly " 

mad son 


Madison [James] 

a part of speech 


ninth part of man 

first-rate wine 

Taylor [Zaohary] 







44 toe the line" 

fill us 


Fillmore [Millard] 

Monroe [James] 

more fuel 


Hot flame 





The funnel 



Pierce [Franklin] 



Quincey Adams 




fine fruit 


The fine boy 

Buchanan [James] 

sailor boy 


Jack Tar 

official censure 

Jackson [Andrew] 



marriage ceremony 



Tough make 

Lincoln [Abraham] 

oaken furniture 




Van Buren [Martin] 



Heavy SheU 

splitting sides 



unfamiliar word 



camp fires 
war field 

Gakfield [James A.] 

Arthur [Chester A.] 
round table 
tea table 
cup of tea 
Half-full . 

Cleveland [Grover] 
a series or part of a series, is ever 
words are cemented together by 


Johnson [Andrew] 

dishonest son 
2'hievish boy 

Guant [Ulysses S.] 
school prize 

Hayes [Rutherford B.] 

[None of the foregoing WORDS, as 
to be mentioned to any one, nor how 
my System.] 

V. — I have two purposes in view in prescribing the learning of such 
a Series as the Presidential Series. (1) To familiarise the Pupil with 
the Laws of Analysis. (2) The daily recital of such a series forward 
and backward tends greatly to strengtJien the natural memory. This 
daily recital is not done to learn the series, for that is done in one care- 
ful perusal ; but the subsequent recitals are solely to exercise and train 
the memory. 

VI. — My System of Memory -TRAINING accomplishes two pur poses. 
(1) EVERY FIRST IMPRESSION will hereafter be much more VIVID 
than formerly. My Discovery, as well as the universal corroboration of 
it in practice, proves that contrary to the natural expectation, it is not 
sufficient merely to know the Laws of In., Ex. and Con., as a matter of 
mental science, but that it is necessary, in order to secure the above im- 
provement in every first impression, to have ample practice in applying 
these Laws in actually analysing those relations between words where 
they are found to exist, and also much practice in memorising the order 
of such words, and especially in reciting them forwards and backwards 
from memory. In due time the mind will be unconsciously impressed 
with these relations much more vividly than formerly, in a manner not 
unlike the experience of the child in learning to read. At first every 
word must be slowly and carefully spelled, but after some practioe they 
are rapidly read at sight without being consciously spelt. The ambi- 
tious Student who wants to acquire the peculiar and distinctive power of 
my System in this respect will not fail to learn and recite the Presiden- 
tial Series two or three times per day for at least one month,* with no 
day omitted. And, if a Pupil's memory has become deteriorated through 
lack of exercise, or from bad habits, or through the perverting influence 
of mind -wandering, or bad health, or the approaches of old age, or ex- 

* Of course he can still go on with his other Memory Lessons. He need not dtdaj his 
second lesson until he has done this month's reciting. 


cessive mental toil, and if he wishes to obtain the very highest results 
of this practice, let him make four Analytic Series of 100 words, each 
one containing as many Inclusions of meaning, and as few by sound as 
possible, and there will of course be intermediate Exclusions or Con- 
currences, or one may contain as many examples of Exclusions as he 
can think of, and another as many Concurrences as he can introduce, 
while another is so simple and plain as to be comprehensible by children 
nine years old. Let him send me his analysis of any or of all these 
new Correlators for my criticism, and then let him memorise them and 
daily recite tliem two or three time* botii ways with the Presidential Hept- 
archy and Dough, Dodo Series for a month! ! The rehabilitation and 
highest invigoration of his memory in respect to every first impression 
will reward his exertions. 


The following 65 words should be thoroughly learned by Analysis, 
and repeated forward and backward once or twice per day for twenty 
days. In the next lesson it will appear clearly why, owing to the nec- 
essarily limited choice of words, the analytical relations between them 
are less obvious than if the choice had been unrestricted. The less ob- 
vious, however, the connection, the better exercise it will be in tracing 
the relations of In., Ex. or Con., with which it is now the Pupil's object 
to become familiar. 

[None of these WORDS, as a series or as a part of a series, is ever to be 

mentioned to anyone.] 


High Mass 































May hear 


















Honey bee 












The foe 



* A short clumsy bird of Mauritius, now extinct. 


(2) The second result of my System of Memory-TRAINING is that 
the general RETENTIVE NESS, or the Power of Recalling and Reviv- 
ing past impressions, is enormously increased in every respect. No one, 
I admit, would naturally have anticipated this result, but it was taught 
me by my Discovery in the first instance, and every faithful Pupil's ex- 
perience fully corroborates my Discovery. This result depends on three 
indispensable conditions : 

(a.) Each exercise in my Lessons must be learned in the exact manner 
I point out (and never by rote or bv picture-making), and so thor- 
oughly learned that there is the highest degree of CERTAINTY 
always felt in reciting it. If a Pupil pays " I take no interest in 
the- Presidential Series," or in any of the exercises of subsequent 
Lessons, he simply declares that he is the Teacher, and not the 
learner, and that he will not resort to the MEANS that my System 
enjoins to secure the Power of it. All my exercises have been 
chosen with the sole view of communicating that Power, and if 
the Pupil acquires it he can hereafter sport familiarly with the 
heaviest Memory tasks that can be imposed. 
(b.) The NEXT condition is that he should so learn all my exercises 
that he can recite them with the greatest possible RAPIDITY. 
What is learned by rote and rapidly recited concerns that partic- 
ular case only. But whatever is strictly learned by my Method, 
and rapidly recited, strengthens tlie genekal retentireness. A 
stickler for antiquated methods once asked me if committing to 
memory by repetition an entire Greek Grammar verbatim would 
not strengthen the natural memory as much as the Daily recital 
both ways of the Presidential Series. My answer was "Certainly 
not; learning the whole of that Greek Grammar by repetition 
would not strengthen the natural memory, but, from excessive 
strain, it would promote mind-wandering to an enormous degree. 
When you have carefully read a sentence over once you have 
usually exhausted and absorbed all the ideas in it, and every 
subsequent repetition, adding nothing new, becomes by excess of 
familiarity painful and distasteful. The mind will wander after 
the second or tnird repetition. In fact, learning by repetition is 
the cause of half the mind-wandering existing in this country. 
On the other hand, the recital of any Series learned by Analysis 
strengthens the mental cement between the thoughts. Learning 
by repetition impresses the Memory as the flicker of the expiring 
ember affects the eye. But learning by Analysis or reciting what 
was so learned affects the Memory as the eye is affected by the 
Electric Light. And the more STIMULATING the EXERTION 
of Memory the greater its Physiological growth, in manner as 
bodily muscle grows strong by judicious gymnastic exercise." 
And the highest possible stimulation and invigoration of the 
Memory is gained by rapidly reciting what has been learned by 
Analysis. However slowly he must recite the Presidential Series 
at first, he will soon be able to do it inside of a minute each way. 
And if it takes a long time and much patience to do this in any 
case, that person should know that it is because his memory is 
very weak, and that he requires this mental gymnastic to enable 
him to gain the memory he needs. 
(ft) The last condition is the acquirement of absolute CONFIDENCE 


in reciting my exercises in the presence of others, jy The exer- 
cises in this Lesson are NOT to be repeated before anyone. Re- 
citing to one s self what has been learned is a very different thing 
from doing it before others. Whoever wishes to speak in public, 
or pass examinations, or think or act before others — whoever is, 
in short, not a hermit — should rehearse the exercises of JQp sub- 
sequent Lessons in the presence of his friends as often as possible, 
until he can say them as confidently as he can now say "twice 
two are four 'MI Of course he must never give '"any idea " how 
he has learned them — nor must he ever mention the Jt^~ Presi- 
dential Series, Heptarchy Series, or the Dough, Dodo Series to 
anyone, nor recite it to anyone, nor speak of the Three Laws of 
In., Ex., or Con. 

(d.) The RESULT of this thoroughgoing Memory-TRAINING is to 
correct false habits of Memory-association, and to develop and 
strengthen the cementing and reviving power of the Memory to the 
highest attainable degree in regard to all subjects whatsoever. 

(e.) Another RESULT is that the Pupil habituates his Memory to act 
under the oontrol of his WILL. 

(/•) Bt^* Another RESULT of this genuino Memory-TRAINING is 
that my Pupils can hereafter learn to play or sing or speak with- 
out notes 1 1 and this is done without resort to any devices, but 
solely from their NEW memory-power. Musical notation, as in 
a tune to be remembered, is a series of complex symbols ; and to 
resort to any device to enable you to remember that series, would 
be only imposing another burden on the Memory. Of course, the 
Student must learn and understand the symbols ; and my Sys- 
tem enables him to remember the series of symbols that make 
the tune, by giving him a New and Stronger Memory. What was 
hard or impossible for him to remember when his Memory was 
weak, becomes easy to him when it is powerful. 

(g.) EST Another RESULT of this Memory-TRAINING is that after 
a little time the Pupil will, by a mental reflex, be affected by the 
relations of In., Ex. and Con. without consciously analysing them, 
not only between WORDS, but between sentences, propositions, 
theories, chapters of books, &o. — a marvellous extension of in- 
tellectual grasp and apprehension. 

And what a trifling and merely temporary burden I impose for ac- 
quiring the great and lasting power of a good Memory t ! 

1. flggp Members of a Correspondence Class mnst always enclose a 
stamped directed envelope. This is the only condition on which I con- 
sent to deal separately with Members of a Class. And private Pupils 
should in every case send stamped directed envelopes if they wish the 
most prompt replies, as writing and stamping envelopes take time, as 
does also sometimes deciphering an illegible name and address I ! ! If 
the next Lesson does not arrive, the Pupil will know why I ! 

2. Jt^" Every page of exercises must bear the Pupil's signature, and 
if he belongs to a Class the name of its Organiser must be given with the 
Pupil's name. 

3. fcW* There is not the slightest use in sending for the next Lesson 
unless the request is accompanied by the EXERCISES on the previous 
Lesson. fl£IF" Besides, you should mention the name, as Recollective 


Analysis, &c, not the number, of your last Lesson, as the exercises some- 
times get mislaid. And n whenever yon refer to a past Lesson, mention 
its subject-matter, and jg^" not its NUMBER. 

4. If Pupils wish to keep their exercises, they must retain copies of 
them, as I never return any exercises except those which require correc- 

5. After you have completed the Course* you will find that everything 
has been tlwught of and provided, for. Don't try to anticipate. 

6. No answer is ever given to a J@^~ Post Card, referring to Lessons, 
nor should any exercises be sent to me by book post. 

Memory Athletes. — The names of those who excel in the use and 
application of my System I usually enter in my book entitled the •' Loi- 
settian Roll of Honour." Those who wish to have their names enrolled 
must give me one month's notice after completing the course, and before 
offering proof of their qualifications for enrolment. 

The qualifications are (1) their having carried out ALL my directions 
in ALL the lessons — (2) Their furnishing me proof of the time occupied 
by them in memorising ten lines of unfamiliar poetry, selected by others, 
and also ten lines of unfamiliar prose, selected by others, on at least ten 
different occasions, together with a copy of the pieces memorised. [How 
this can be done will be shown in future lessons.] 

There must be no u conjuring" done here, by your indirectly *' forc- 
ing r the attention of the Umpire to the particular portion of a column 
of a newspaper you hand him, whereby you thus induce him, uncon- 
sciously to himself, to select a passage already committed to memory by 
you ! ! *! or by your getting some one to thus " juggle ,f for you ; but let 
the Umpire receive no hint from you or any o/ie on your behalf as to 
what printed matter or what part of it he is to select from. 

[^~ A precocious youth (not thinking that, if he did not have any property to re- 
spond to a Judgment to-day, he might have Borne that would have to satisfy it hereafter) 
recently thought he could communicate 4 *an idea" of my System, in violation of his con- 
tract with me, and, an he supposed, without any possible risk to himself ! ! But I think 
be will * 4 never forget v - to keep similar engagements hereafter ; for he found, to his bitter 
sorrow, that there was more in his contract with me than he had dreamed of. Both 
briber and bribed got their deserts, as they always do in such cases. My treacherous 
Pupil found that in taking money for what he had no right to sell, he was, in this re- 
spect, guilty of getting money under a double false pretence. |3&~ Another acute youth, 
intending to practice a fraud on me, signed my contract, not with his own name, but with 
a false name, and thus rendered himself liable to a prosecution for forging another man's 
name, with a view to injure me, without, as he hoped, risk to himself 1 He will never 
forget the penalty that always awaits on rascality.] 

Any Pupil having an exceptionally weak memory, or wishing to 
strengthen his Natural Memory to an extraordinary degree, must make 
one or more Analytical series' himself, and learn and recite them for- 
wards and backwards, together with the *' Presidential Series," " Hept- 
archy Series " and the '* Dough, Dodo Series," once or twice a day for 
an entire month, with no day omitted, but never in the hearing of any- 
one. Do not aim at introducing proper names, or any other special 
words, but merely at connecting words by analysis, such as : — water, 
wet, dry, moist, &c. 


[None of these WORDS, as a Series, is ever to be mentioned to any- 


Analyse the Series and send it to me . If you memorise it, do so by 
learning ten or twenty words at a time, and reoite both ways daily for 
one month, in connection with the Presidential, and Dough, Dodo 
Series, and in extreme cases in connection with Series of your own mak- 

Heptarchy * 



Fine Oak 




white of egg 


mad dog 

wild dog 














mother earth 



fishing smack 

Fish sliow 


blood red 


Red Republican 
















corroded iron 






getting ready 
Pack up 


pack off 











Faith's trial 
Test him 









dunce's dread 



labouring man 

Belial \ 











run ahead 


pursuing officer 






nd archh, rule. 

t See 2 Cor. vi. 15. 



warm work 

It is Joshua 
crossing Jordan 
wading bird 
long bill 
law bill 
Chancery suit 
The wise judge 


My System with all its exercises is solely for the purpose of DEVEL- 
OPING and TRAINING the Natural Memory to such a degree of 
Power that my System will be no longer required I I The exercises are 
not too many. They have been planned and devised as the result of 
many years* teaching. Whoever learns them as I prescribe, will, when 
he has finished the Course, have a Memory and Concentration to his 
heart's content. 

brown study 




The stage 

'All the world's a 











strong tubes 




hard canes 




hardy sailor 




look out 


Cases of In. by meaning are most important— Exclusions come next— Inclusions by S. 
&Te next — and Concurrences are laHt, but scarcely in all cases least. 

^F" If a Pupil finds that any one relation is weak to him, as In. by S., or Ex. or Con., 
he needs to develop an appreciation of that particular relation, until it is as effective to 
him a* either of the others. And he can do this by making one or more Analytical Series 
wherein that relation oftehest occurs, and then thoroughly memorising the same and re- 
citing both ways daily with the others. 

|3&~ But neither the Analytical Series I furnish him nor those he makes, must ever 
be mentioned to anyone. 


[These Laws of In., Ex., and Con. (also applicable to Emotional and 
Volitional Acts) being physiologically specific and individualised — as in- 
dicated to me by my Discovery, and by me verified in their nature and 
action, by frequent trials and experiments extending over many years 
— are, in Origin, Process, and Justification, totally unlike what one 
might theoretically or speculatively imagine the operations of the intel- 
lect must be. The publication of these trials and experiments will in- 
terest students of Mental Physiology. I will mention only one — the 
case of a gentleman who for 10 years had tried at various times to re- 
call the name of a playmate at school whom lie had not seen for 45 
years. After a slight Physiological preparation, designed to make him 
recall past impressions more readily, I proceeded to sound a set of words 
and I at once revived the lad's name by mere Inclusion by Sound — and 
a weak one too— since, although the vowel sound was the same in both 


cases, jet in each it was prefaced by a different consonant ! But let the 
Pupil regard as an Inclusion by Sound only that in which the initial 
consonants (if the syllables be preceded by consonants) are the same, 
and the vowel sounds are also precisely alike. To show the difference 
between weak and vivid Inclusions by S. , this direction is violated sev- 
eral times in the Heptarchy Series, and in the Dough, Dodo Series — as 
Enough, Muff ; Edred, Dreadnought, &c] 

[The following remarks are not to be read except by those who have studied Mental 
Science : — 1 

Errors of Psychologists. — (1) Psychologists declare that Memory is an affair of the In- 
tellect, and include it amongst the Intellectual Powers ! whereas Memory is wholly differ- 
ent from any Intellectual Act. If Memory were an affair of the Intellect, then men of 
great intellect would have the most powerful general memories in regard to all subjects 
whatsoever I but the reverse is the rule and the exceptions occur only once or twice 
in a century, as in the case of Macaulay for instance. If Memory were an affair of the In- 
tellect, then idiots would have no memories at all ; and yet they often possess Phenomenal 

(2) Psychologists often confound tho Nature of the Memory with the Laws of Intel- 
lectual Association ! 1 They confound the associating Act or Process with the Act or 
Process which conserves or records the Association, ns well as with the Subsequent Act 
which recalls the record to Consciousness. When any New Impression reaches the brain, 
it cannot become associated with or coalescent with Previous Impressions unless those 
Previous Impressions have been preserved,, kept in existence ; and it is this Receptive and 
Conserving Power that constitutes the First Stage of the Memory. Association is there- 
fore impossible without the Pre-existence of Memory. As a matter of fact, Memory is dis- 
tinct from and anterior to Intellectual Association, as it exists in infants before Intellect 
is developed, and sometimes in a high degree in idiots who evince only a modicum of In- 
tellect, and even in the case of tho very lowest animals 1 ! 

(8) Instead of Memory being a Distinctive Peculiarity of the Intellect, it really has 
nothing intellectual in it ; but it is a primordial function or peculiarity of every nerve 
cell or ganglion, causing that cell or ganglion to keep a record, through molecular re-ar- 
rangtment, of every act or operation or modification or movement that lakes place in it. 
Every cell is its own Autobiographer. The traces or History of every Mental Act, whether 
it be an act of the Propensities, of the Sentiments, of the Intellect, or of the Will, are pre- 
served or recorded in the cells concerned in that Act ; and afterwards the SOUL reads 
that record : and this reading of the First Impression constitutes the reviving or Second 
Stage of the Conscious Memory. 

(4) How, then, is Memory related to Intellectual Association ? Why, Intellectual Asso- 
ciation cannot exist or take place without it, it preserves the association and revives it, as 
it does all other Mental Acts or States. 

(5) The Laws of In., Ex., or Con., are quantitatively and qualitatively different from the 
Psychological Laws — The latter are confined to the Intellectual Operations only— The 
Laws of In., Ex., and Con., including Intellectual Operations, but in an operating sense 
unlike the Psychological Laws, also include all Volitional and Emotional Acts or States, as 
well as that never absent underlying Condition that may he called the Organic Factor ; 
and (this fact, which I discovered, is of supreme and unspeakable importance) the Mem- 
ory retains what takes place in the mind directly and immediately in conformity to the 
Laws of In., Ex. and Con., with infinitely greater ease and certainty than it does any 
other mental acts. Another fact which I also discovered, and which is of the most trans- 
cendent importance in training and developing the Memory, is that the learning and re- 
citing forwards and backwards of a series of words arranged in conformity to In., Ex. 
and Con., invariably strengthens the Natural Memory in both its stages to the highest 
attainable degree. It is for these reasons that I call In., Ex. and Con. the " Laws of 
Memnfry " par excellence. 

(6) The theory of Association, as given by Psychologists, has not a leg to stand on. 
The Law of Similarity is said to enable one Presentation to revive another that is like it. 
A present Impression recalls an absent Impression, because of the reviving power which 
dwells in its similarity to that absent Impression. Yet all Psychologists agree that one 
Impression cannot be felt or cognised as similar to another unless both are present to the 
consciousness at the same moment ! Thus, the Law of Similarity demands that the re- 
vived idea shall be both in and out of consciousness at precisely the same instant ! 1 In 
other words, that an Idea can operate and exert all the functions and powers of a Similar 
before it is or becomes a Similar ! ! The Justification of the Law of Contiguity is equally 
absurd. Without more than alluding to the fact that this Law demands the co-operation 
of the supposed Law of Similarity, it will be clear that neither •• Association " nor " Con- 
tiguity" actually occurs amongst the operating factors; for the Law claims that when 
two unrelated Mental States havo occurred together, or nearly so, then the subsequent oc- 


currence of a Mental State like one of the former tends to revive another Mental State like 
the latter of them — for no sane man can contend that the recurring state is either of those 
first named states I All mast see that the two first named states were never associated ; 
and, although they were contiguous, they were never either of them afterwards revived. 
The revived state was never either associated with or contiguous to that which revived it! 
and the reviving state was never contiguous to, or associated with, either of the two previous 
states ! 1 Finally, Psychologists who deny that Contrast is an independent principle of 
association, still maintain that all our knowledge is of " doubles," and that we cannot 
know k * any single thing " without, at the same instant, knowing its *• relative opposite" ! t ! 
After all this misreading of Nature, let us no longer look to these blind guides, these con- 
fident introspectionists, who are forever grinding over the same eternal bag of sand ; but 
let us enter the field of practical experiment with the Laws of In., Ex. and Con., and we 
shall soon find that they possess a marvellous associating power : and, after having had 
considerable practice with them, we shall discover that we have already made great prog- 
ress in the Art of Never Forgetting. 

(?) Psychologists did not suspect that the Laws of In., Ex. and Con. (of the extent and 
of the modus operandi of which they are ignorant) could be utilised in the work of the 
Memory, as indicated above (5) ; but, what is more important, they never suspected the 
existence of that higher, broader, deeper, grander Association which I call Synthetic As- 
sociation, and which I myself discovered, and which, as a Device for Memorising as well 
as a Method for Memory-Training, the Pupil will find is wholly incomparable. But it is 
indispensable that the Pupil should first master this Lesson. 

(8) Have Psychologists then done anything to merit our gratitude ? Yes : and we can 
never sufficiently repay them for their thoroughly disinterested study of mental opera- 
tions, witn the sole aim of ascertaining what is the true manner of those operations. 
They have not sought to turn their knowledge to any personal advantage or to find out 
any utility to which their investigations might lead. Let them still persevere, not neglect- 
ing the modern science of Mental Physiology. The latter cannot interpret the facts it re- 
veals without the aid of Psychology, and Psychology is not the whole truth unless supple- 
mented by Mental Physiology. Whoever pursues both these sciences together can be sure 
of advancing true Mental Science to the utmost of his ability. And if he can add to exist- 
ing knowledge only one new fact in Mental Science, he will be a greater Benefactor of 
Mankind than if he were the most successful Politician, Railway King, or Military Cap- 
tain of his time. 

Space fails me to go into the exposition of what I call PHYSIO- 
LOGICAL Redintegration. Redintegration, from the Metaphysical 
point of view, was first suggested by St. Augustine of Hippo. , [Confes- 
sions, lib. X. c. xix.] But, the meaning and mode of using the three 
Laws of Analysis are all the Student requires to know in this Lesson. 

(1) IMPORTANT— My ambition is to make everyone of my Pupils, without a single 
exception, a perfect memorist. I never have any difficulty with a Pupil who has been in 
the habit of regular study. Such persons enjoy my lessons, and their letters to me in re- 
gard to the different lesson papers are full of gratifying praise and intelligent appreciation. 
These always become Memory Athletes. But my ambition meets with some discourage- 
ments sometimes in the case of Pupils who have not acquired as yet the habit of regular 
study, and particularly in the case of those who are troubled with Mind-Wandering. The 
learning of the exercises in this lesson and the daily reciting them forwards and backwards 
establish the habit of regular mental work, and at the same time help to cure the worst 
cases of Mind- Wandering. The difficulty, however, is to get these persons to DO these ex- 
ercises in this manner. Not accustomed to do anything methodically and thoroughly, 
they soon weary in attempting to do regular work on this Lesson. I have to constantly 
remind them that mastering my System requires in their case more application and fewer 
excuses — not promises, but performance. Hence these constant reminders look like 
scolding. But they are not so intended. They are not, in fact, intended at all for the 
genuine Students — but only for those who desire the improvement of their memories, but 
think they are unable to co-operate with me to gain this improvement ; who will talk by 
the hour as to their fervent wishes to secure the benefits of my System, and yet who will 
not spend five minutes every day in studying it. Some misanthropes say, ** Why care 
about them, then ?— They possess feeble brains — poor innutritious blood, and they were 
born only to be 4 hewers of wood and drawers of water.' 1 " But my experience is that 
the weakest specimens of humanity, if above idiotcy, can attain to student power and high 
improvement, if I can only get them to master the simple but invigorating exercises of my 
System. Hence, my ambition is aroused and spurred on to transform these self-neglecting 
Students into higher types of men and women— to make them, in short, genuine scholars 
and trained thinkers. Therefore, I again and again invite and reinvite them to shake off 
irresolution and excuse-inventing, and for once make a determined effort to enjoy the 
luxury of study and reap the reward of mastering the Art of Never Forgetting. 




The following Questions should he carefully read and the Answers 
fully thought out — and if the Pupil's time admits of it, the Answers 
should he written out and sent tome with the prescribed exercises. You 
are not asked to answer the Questions from memory, but to write the 
Answers after finding out the information in the Lesaon. No matter 
how gifted the Pupil may be, he will find great benefit from working 
out with painstaking the Replies to all the ensuing Questions : — 

fi^~ If the Pupil is at all troubled with Mind- Wandering, let him 
not fail to write out all the Answers to these Questions and send them 
to me. 

1. What objects are attained by learning my System ? Can these be 
attained without learning it and doing Vie exercises required ? 

2. What will prevent anyone being able to master my System ? 

3. What is the Definition of Memory ? Does Mind- wandering allow 
of any good first impressions ? Is there anything then for Memory to 
recall ? 

4. What is necessary, first, then, in the case at persons afflicted with 
Discontinuity, before they can hope to master my System ? What 
course should they pursue in studying my Lessons ? 

5. Of what are Mind-Wanderers sometimes strangely ignorant ? 

6. Is there any magic about the "Art of Never Forgetting " ? How 
may it really be described ? 

7. On what condition alone does the Pupil receive his next lesson from 

8. On what is my System built ? And what kind of a Method is it ? 

9. What is the Physiological reason why Memory can be strengthened 
by practice? 

10. What are the two stages of the Natural Memory ? 

11. What does every original impression vibrate or excite ? And 
through what principles ? 

12. In recalling any original impression, from what do we pass ? To 
what do we pass ? Through what do we pass ? 

13. Are the notes on pages 46 and 47 to be read by those who are 
ignorant of Mental Science ? 

14. What does "Inclusion" indicate? Give examples of Inclusion 
— of whole and part, of genus and species, of abstract and concrete, and 
of similarity of sound. 

15. What does " Exclusion " mean ? Why is the term "Exclusion" 
appropriate ? Give examples of Exclusion. 

16. What does " Concurrence" mean ? Have words, related by Con- 
currence, any relation to each other necessarily? Give examples of 

17. Where only is Recollective Analysis available ? 

18. Where, on the other hand, is Synthesis available ? 

19. What exercise on the Three Laws of Recollective Analysis should 
you do before going further ? 


And in this way the Pupil can write out and answer his own questions 
on the rest of this lesson. 

C^* On what condition alone do I deal SEPARATELY with the 
Members of a Correspondence Class ? 

Bt^" What should Private Pupils by Correspondence do in every 

£5f"' In answering the foregoing Questions, instead of repeating the 
Question*, use merely the corresponding numbers, and then I shall 
know in every case to what Question each of your replies relates. 

KW If the Pupil does not possess perfect concentration and a thor- 
oughly disciplined mind, let him re-read with the UTMOST PAINS- 
TAKING the whole of this lesson, and he will derive great benefit from 
such a re-perusal. Until he has mastered the Loisettiau Method of Study, 
he will find that many most valuable ideas escape his notice in a single 
reading. Many first-class students have acknowledged that they did 
not absorb and appreciate the full power and utility of this lesson until 
&vq or more perusals of it. 


[This chapter is to be carefully read only. Nothing in it is to bo 

The distinctive PECULIARITY of Mnemonics is its imaginative, 
story-telling, picturing method of " Associations," and that climax of 
Artificiality, its Wheelbarrow or Key ! ! 

There are only two kinds of Mnemonical "Association."" (1) The 
story-telling, phrase-making method. To show exactly what this is, I 
quote from the ablest work on Mnemonics ever published, Maclaren's 
•'Systematic Memory," 3d Edition. To connect together and mem- 
orise the following words: " Crew, Tree, Ape, Exodus, Fire, Leaf. Star, 
"Water, Archer, Pin, Crystal, Rug, Back, Pen, Nose," he invents the fol- 
lowing story, which, when committed to memory, he assures us will 
enable one to recite the series from Crew to Nose : — 

The Mnemonical Story Method! ! 

•■ The crew of a vessel once came upon a tree, among the branches of which wan an ape, 
the only one left aincc the inhabitants made an exodus, owing" to fire. This tree hsd only 
one leaf, and a solitary star was reflected in a pool of water underneath, beside which 
Btood an archer t rying to thrust a pin through a ball of crystal. He had a rug dangling 
down his back and a pen through his nose," 

(2) To teach the picturing method, he shows how to learn by heart 
the following series of words: l ' Horse, Luton, Bridge, Man, Coat, Fork, 
Book, Mouth, Cicero, Wall, Cherry, Door, Mother, Cellar " : — 

The Mnemonical Picture Method! ! 

*' Your Panorama will probably run something like this : Riding a horse [you cnn eaMly 
picture yourself riding] over Luton Iindae [make your pictnrej I saw a man [picture] 
with a coat on his arm [picture], he carried a fork in his hand [picrure] and a book in his 
mouth [picture] which told of Cicero climbing over a wall [picture] and stealing a cberry 
[picture] that grew near the door of his mother** cellar I picture]. Connecting these 
words in some such absurd way as the above, yon will find no difficulty in repeating them 
consecutively. The reader, who will here fairly test this experiment, will be agreeably 
surprised to find himself already, in a degree, master of our Science " [p. 48]. 

To test my accuracy, I recommend the Pupil to huy the hook, pub- 
lished by Pitman & Co., 20, Paternoster Row, London, price 1«. 



in education is to enable the Pupil to realise, or picture to the mind, 
a description of persons he never met or scenes he never witnessed ! 
When Macaulay read an historical account, he endeavoured to call up in 
mental vision the objects described ; if a person, his height, look of face, 
style of dress, general appearance, &c. , &c. ; in other words, he tried to 
realise the force and meaning of every epithet, exactly how the person 
looked, as if he had his photo, before him or really saw him. As with 
persons so with scenes, battlefields, &c, &c. He thus secured as vivid 
a First Impression as was possible in the absence of the things described. 
How different the manner of the ordinary Student who is cramming for 
history examination! The latter seldom tries to reconstruct to his 
mind's eye the persons or scenes described. He hurries through them 
very much as he would hasten past an open drain ! or the most he does 
is to memorise the mere words ! These descriptions have thus been to 
him only so much gibberish. The power of realising the past and dis- 
tant is a most potent force in self-education and in all education, because 
the Pupil obtains in this way the most vivid possible First Impression. 
But the Mnemonical use of the Imagination is for a different purpose, 
and it operates in a different way. 

When the mnemonist invents stories or mental pictures, to aid the 
memory as he claims, he is not reviving his own experiences nor trying 
to construe to his mind the experiences of others, but he is perverting 
the use of 'his imagination by trying to picture as together what never ex- 
isted together ; in trying to imagine as true, what he knows is false ; in 
trying to imagine as fact, what he knows is fiction ; in trying to invent 
unnatural juxtapositions so ridiculous and absurd as to disgust the com- 
mon sense even of the fabricator! ! He must picture to himself that 
he sees an archer trying to thrust &pin through a ball of crystal/ / with 
a rug dangling down his back! ! and a pen through his nose! ! He 
must imagine that he sees a man with a book in 'his mouth ! ! that tells 
of Cicero climbing over a wall ! ! and stealing a clierry ! ! that grew 
near the door of his mother's cellar ! ! Hundreds of pupils have ad- 
mitted to me that even a week's use of these Mnemonical Methods had 
created in their minds a morbid action of the Imagination. They began 
to feel as if they were living in a world of Unreality — that they were 
leading a life of Shams and Make-Believe ! and that they found them- 
selves becoming Absent-Minded on all occasions and perpetual Day- 
Dreamers, and that as they received no vivid First Impressions, their 
memories became weak and well-nigh ruined. Such is the usual result 
of this perversion of the Imagination. 

That the Pupil may contrast these Methods with my Method of learn- 
ing the Presidential Series, I subjoin an application of both of them to 
that series. 

The Story Method applied to the Presidential 
Series! ! 

'A " President" of the United States was once sauntering medita- 
tively along, when he ran up against an absent-minded military 
"Dentist," who putting himself into a swordman's attitude at once 


exclaimed, <c Draw ! '* The alternative presented to the President was 
to fight or "To give rip/' and he decided upon the latter course, since 
he deemed it no ** Self-sacrifice '* to his honour to decline to contend 
with a tooth extractor. And, speaking of the great quality of self- 
abnegation, we find it best exemplified in "Washington," who, if he 
was as pure in personal habits as in moral character, must always have 
indulged in a " Morning wash." As he did this indoors, it made no 
difference to him whether there was " Dew " on the grass or not Yet 
a gardener always takes great interest in a shower of morning mist 
because he knows it will fall on his " Flower beds." Whence, on one 
occasion, a poor flower girl " Took a bouquet " without asking leave ; 
but she was discovered and arrested before she left the ** Garden," out 
of which she was led in disgrace — as Eve originally departed from 
'• Eden," in company with her consort in crime, Adam— from whose 
name the modern name of " Adams" was undoubtedly derived. 1 

But the true Mnemonical mode of memorising such a series is by 
44 associating " them to the words of their Key. A Key is 100 or more 
words that have been learned by more hard work than it takes to master 
my whole System. These words are localised in Pegs or Places on the 
floor, walls and ceiling of rooms, and then, whenever the Pupil wishes 
to learn anything, he 44 associates " in one or other of the foregoing 
ways each separate word, fact, or sentence, to the successive words of 
the Key, and then he recalls his Key-words in succession, ard, if he 
remembers his stories or pictures, he can recite the series thus "as- 
sociated." The first 13 words of Gregor von Feinaigle's Key were as 
follows :— [1] The Tower of Babel. [2] A Swan. [3] Mount ParnasRus. 
[4] A Looking-Glass. [5] Throne. [6] Horn of Plenty. [7] Glass- 
blower. [8] Midas. [9] Narcissus. [10] Goliath or Mars. [11] Her- 
cules. [12] David. [13] Castle. Now I give the Key mode of memor- 
ising the first 13 words of the Presidential Series. 

The Story Method and the Key ! ! 

1. The "Tower of Babel" was built 4036 years before the first 
"President" of the United States was sworn into office. 2. The hotel 
called *' The Swan " was kept by a man who in early life had in vain 
'tried to become a ** Dentist." 3. From several points on " Mount 
Parnassus,*' a poetical landscape painter might view some very fine 
scenes and, if at leisure, might sketch or '* Draw " one on the spot. 4. 
When a monkey sees himself in a ** Looking-Glass," and puts his hands 
behind it to find the original, he always has " To give up." The oc- 
cupant of a " Throne 1 ' has sometimes been known to exhibit great 
"Self-sacrifice." 6. A " Horn of Plenty " would have been welcome 
to "Washington" when his army was starving at Valley Forge. 7. 
Although a '* Glass-blower's" occupation is not particularly untidy, yet, 
out of regard to common decency, he ought always to take a " Morning 
wash." 8. 44 Midas" would have much preferred to sleep out in the 
44 Dew," to wearing asses' ears. 9. 4 * Narcissus" was, owing to his 
vanity, transformed into the principal ornament of a u Flower bed." 
10. '* Goliath" expecting to conquer David in their memorable duel, 
in anticipation of victory 44 Took a bouquet. " 11. The statue of 4 * Her- 
cules" should always occupy the place of honour in the u Garden" of 


a prize-fighter. 12. We have no reason to believe that " David," if he 
had been placed in the garden of "Eden," would have overcome the 
temptation of the serpent. 13. No antique '* Castle " was in existence 
in America when John " Adams " assumed the office of Chief Executive 
of the United States. [The Student must notice that it requires excep- 
tional skill to invent such sentences, and a prodigious power of the 
Natural Memory, combined with much study of them, to recollect them. 
Hence, this Method demands talents which few possess, and imposes 
burdens which still fewer can carry, and the stories are remembered 
only a short time unless constantly repeated.] 

The Picture Method and the Key ! 

1. You must imagine that you are on the " Tower of Babel," and 
that you see the mass below you select a "President " who cannot keep 
order. 2. You must imagine that you see a "Swan" submitting to 
have an operation performed on his bill by a "Dentist." 3. You must 
imagine that you are on " Mount Parnassus," and that you see a would- 
be poet trying to " Draw " up the mountain a bundle of doggerel manu- 
script poetry. 4. You must imagine you are standing by a * ' Mirror " 
and can see a young lady gazing into it and resolving "To give up" 
tight lacing, because it makes the tip of her nose red. 5. You must 
imagine you can see Solomon sitting on his " Throne" and admiring the 
" Self-sacrifice" of the woman who was ready to let her rival own her 
child rather than see it cut in two. 6. Ycu must imagine you can see 
a trumpet, shaped like a " Horn of Plenty," through which a trumpeter 
is sounding the Advance to the American Army, by the command of 
General "Washington." 7. You must imagine you can see a mad 
" Glass-blower " taking his " Morning wash " in molten glass. 8. You 
must imagine you can see "Midas" wearing out the tips of his long ears 
in flicking the "Dew" off the rose-tree buds. 9. You must imagine 
that you see a " Narcissus," which is the only surviving flower, in a 
patch of ground formerly cultivated as a " Flower bed." 10. You must 
imagine you can see " Goliath " bragging to his friends that he will have 
the easiest victory over the country-boy David, who, he asserts, never 
took a prisoner or took a mans life, or did anything more valiant than 
that he "Took a Bouquet" from some rustic rival. 11. You must 
imagine you can see "Hercules" stealing golden apples from the " Gar- 
den " of the Hesperides. 12. You must imagine you can see " David" 
trying to knock apples off the tree of knowledge with his harp, for 
which purpose he has climbed up the gate of "Eden." 13. You must 
imagine you see in a ruined "Castle," Eve and her husband eating 
apples, which he says are hers, and she says are "Adam's." (This 
Method is easy to all who are endowed with extraordinary activity of 
imagination, and ruinous to all, as it still further cultivates the fancy 
to a morbid degree and causes the mind to wander to a fatal extent. 
As an aid to memory it cannot be depended on at all. It may help for 
a few minutes or hours. For a longer period, only everlasting reviews 
can make it endure.) 

Remarks — If the Pupil were to be taught by all the mnemonical 
teachers in the world, and to study all their published books, he would 
be given no other method of dealing with the first 13 words of the Pres- 
idential Series, except, perhaps, by barbarous doggerel rhyme and 


idiotic punning. These Methods are what they call "associating" 
words or ideas together! These stories or pictures must be invented 
and memorised, and recalled every time you wish to recite the series! ! 
It is possible, after recalling the stories or pictures a great many times, 
that a person possessed of a powerful natural memory could recite the 
series without recalling the stories or pictures. But the rule (there may 
be an occasional exception) is that the mnemonical means resorted to 
must always be recalled before you can revive what they were invented 
to unite together. On the other hand, when a Pupil has learned the 
Presidential or other Series by Analysis with one careful perusal, he can 
recito the series both ways without thinking of the In., Ex. and Con., 
by which they are cemented ! 

Nor is this all. The practice of inventing these unnatural mnemonical 
stories, and making these unnatural mnemonical pictures, so cultivates 
the fancy, as to cause the mind to wander on all occasions. 

On the other hand, thinking out the relations between words in any 
Analytical Series helps to enchain and interest the Attention, and the 
recital forwards and backwards strengthens both Stages of the Memory 
and both Functions of the Continuity. 

One word more. I have never taught my System to a mnemonical 
teacher or author. Unless such a man is devoid of tricks and genuinely 
honest, he would only misrepresent my System. His Continuity, as a 
rule, is broken down. Making mnemonical pictures has made his 
fancy morbid, and he is known as " the absent-minded man." He can- 
not study, or control his Attention for any length of time. And he 
would look upon learning the Presidential Series as a mountainous 
task ! ! It would be, if he learned it by his System. And he has no 
patience to try to learn and practise another Method. 

On the other hand, sometimes Pupils who have a bad Memory and a 
weak Continuity resort to a dozen or more cheap and worthless 
mnemonical books, and work, for perhaps months or years, at Keys 
and Picturing, until their mental operations are perverted by Mnemon- 
ical Artificiality, &c. Then they come to my Lessons, and prove in- 
capable of looking at them, except through mnemonical spectacles. 
They read my instructions with a wandering mind and fail to grasp my 
meaning. (1) They jump to the conclusion that I use a Series, learned 
by Analysis, as a Key of Words or '* Pegs,/' to tie or associate other 
words to ! I never did, and I do not now do anything of the sort. 
(2) Some of them also misunderstand my System in another respect. 
Whilst the unprejudiced Pupil knows he cau learn such a series as the 
Presidential Series by one painstaking perusal, 10 or 15 words at a time, 
he also knows that I recommend him to recite such a series learned by 
Analysis, both ways, once or twice a day for one month, as a means of 
developing and strengthening his Memory and Continuity. Some of 
these disjointed and crack-brained victims of mnemonics get the im- 
pression that a Pupil has to repeat over an Analytic Series once or twice 
a day for an entire month, in order to lkakn the series ! ! I trust my 
Pupils will not allow such misleading talk in their presence without 
correcting it Of course it will not be right to quote any part of the 
series, or to state how it is learned (to anyone whom you have not 
known to sign my contract), but the remark can be made that the daily 
recitals are not made to learn the series, but only as a Memory and Con- 
tinuity-Trainer, &c. 





»j " Cramming " is learning by heart, by means of endless repetitions, g. 
W without comprehension. It is useless, except for a temporary purpose, m 
r for what is thus learned is soon forgotten. It is ruinous in results, be- ©" 
i3 cause it promotes Mind-wandering to an alarming degree ; and it is the » 
*a most laborious way of learning, the hardest, the most tiresome and g 
§ wearying, and it takes much longer time. Hence, in every way, it is to fj 
*— ' be condemned. • 

— — - - © 

2 by means of endless repetitions, is merely remembering a series of sights g 
<g [words written or printed], or a series of sounds [words spoken], with- ni 
d out any or the very smallest amount of comprehension, and the process 3 
S is that of mere Concurrence. One of the many possible proofs may be §f 

«g seen in the statement of Dr. Maudsley, that he had seen an idiot at g 

Earlswood Asylum who could read a column of the Times newspaper g- 

9 but once, and repeat the whole of it without mistake ; and he had heard p 

3 of one who could, after a single reading, repeat the column forwards or ~* 
^ backwards. These idiots possessed the viswd word memory. 2 
5 These cases show that memory can be perfect with no comprehension g 
,p of what is learned. The following is a case of avditory word memory <& 
.2 mentioned by Dugald Stewart — *' Philosophy of the Human Mind/' § 
•p, chap. VI., sec. 2 : — * 4 1 knew a person who, though completely ignorant §* 
g« of Latin, was able to repeat over thirty or forty lines of Virgil, after -* 

having heard them once read to him % not indeed with perfect exactness, |j* 
co but with such a degree of resemblance as (all circumstances considered) ta^ 
§ was truly astonishing ; yet this person (who was in the condition of a g- 
«o servant) was singularly deficient in memory in all cases in which that ^ 
§ faculty is of real practical utility. He was noted in every family in *t 
•§ which he had been employed for habits of forgetfulness, and oould 2 
."§ scarcely deliver an ordinary message without committing some blun- J£ 
g der." g, 

"g This servant possessed a prodigious memory for auditory impressions ^ 
ft. for the mere succession of sounds. The reason he could remember the § 
a 30 or 40 lines of Virgil was, that he had to attend to the sounds alone, _ 
•tn not being capable of understanding their meaning ; but, in listening to £ 
d a message, he had to try to grasp the meaning, and being doubtless g 
" w troubled with mind-wandering and possessing feeble powers of appre- 
•g /tension, he could only succeed in giving the message as he had under- p 
j5» stood it, which was pretty certain to be more or less incorrect. And be- 
g ing probably very weak in visual sensations, he noticed few things and 
^ therefore got no vivid sight or eye impressions. These cases— and I 

could add many others well authenticated — prove conclusively that rote 

learning or learning by heart does not necesmrily require or demand any 

intellectual comprehension of the matter thus learned. 
My System insists on Pupils always first understanding the sentence 


or the matter to be learned ; when that is done, half the victory is gained, 
and the rest is easily and quickly acquired. Simple sentences or prop- 
ositions are readily understood — as, Iron is hard. Lead is heavy, Move 
the right foot forward ; but suppose you have the simple sentence, " An 
Echidna is an Ornithodelphian. ' In such a case, unless the Pupil re- 
sorts to a dictionary (he should never be without the best dictionary he 
can afford), this sentence will be a riddle to him until he learns the 
meaning of it by a special study. 

But complex propositions are extremely hard to be comprehended at 
a glance. To comprehend such a sentence, let the Pupil analyse it, 
that is, take it to pieces ; and then, having found the simplest form to 
■which it can be reduced, let him go on, step by step, adding one idea 
or qualification at a time, until he has gradually, and with understand- 
ing, rebuilt the complex sentence, and in this way, if he goes through 
with the reconstruction two or three times from memory, he will have 
absorbed all the ideas of a sentence, however complex. Take the defin- 
ition of Memory, " Memory is the revival of a past Mental Impression." 
Its simplest form is — (1) Memory is a revival. Now add on one modi- 
fication at a time from memory, till you reproduce the original sentence. 
In this way, you will have — (2) Memory is the revival of an Impression. 
(3) Memory is the revival of a Mental Impression. (4) Mentory is the 
revival of a past Mental Impression [same as (1) First Impression and 
<2) its REVIVAL]. 

Suppose you are studying Geometry, and you wish to fix permanently 
in your memory the comprehension of the % proposition of Prop. I., 
Book I., to wit: "To describe an equilateral triangle upon a given 
finite straight line." You take it to pieces and try to realise the mean- 
ing of each of its parts, thus : (1) A triangle. If you have learned the 
definition you know that a triangle is a three sided figure. &c. (2) An 
equilateral triangle. You now observe that it is a three -sided figure 
whose sides are equal. (3) To describe an equilateral triangle. You 
have merely to draw it or sketch it. (4) To describe an equilateral tri- 
angle upon a straight line. Here you see that you must draw it. not 
upon any part of the paper or board, but upon a straight line on that 
paper or board. (5) To describe an equilateral triangle upon a gi en 
straight line. You must draw it, not upon any straight line, but upon 
some particular straight line. (6) To describe an equilateral triangle 
upon a given finite straight line ; not upon a line of unknown length 
but upon a lino of definite length, &c. If you repeat these successive 
reconstructions a few times from memory, you assimilate the whole of 
that proposition and all its parts with pleasure and certainty. 

Let us apply this method to the comprehension of the three laws, pp. 
82 and 33. I. "Inclusion indicates that you realise or feel' that there is 
an overlapping of meaning between two words, or that there is a noticed 
or recognised idea or sound that belongs to both alike." You can begin 
in different ways ; but, however you begin, or with whatever part, you 
always start with the simplest idea, and add on new ideas successively. 
(1) There is an idea. (2) There is an idea or sound. (3) There is an 
idea or sound that belongs to both. (4) There is an idea or sound that 
belongs to both alike. (5) There is a noticed or recognised idea or sound 
that belongs to both alike. (6) There is a?i overlapping of meaning or 
there is a noticed or recognised idea or sound that belongs to both alike. 
(7) There is an overlapping of meaning between two words, or there is a 


noticed or recognised idea or sound that belongs to both alike. (8) 
You realise or feel tlmt there is an overlapping of meaning between two 
words, or that there is a noticed or recognised idea or sound that belongs 
to both alike. (9) Inclusion indicates that you realise or feel that there 
is an overlapping of meaning between two words, or that there is a no- 
ticed or recognised idea or sound that belongs to both alike. 

THREE REMARKS.— (1) In meeting new or unfamiliar terms, look 
up in the Dictionary, not only the definition, but the derivation or what 
the word is made up of. You thus analyse the term — e. g. , Inclusion 
is from " in," which means in or within, and "claudere." which means 
to 4, shut." Literally, it means " what is shut up or within.'* This is 
always a help, and sometimes a great help, in fully understanding the 
meaning of unfamiliar, scientific or other words, even when one is igno- 
rant of the language from which the English word is derived. The ex- 
planation of the origin helps. (2) The practice of this method of analysis, 
if continued for some time in regard to sentences of complex meaning, 
so trains the apprehension that the mind will hereafter more quickly 
and fully seize the meaning and exact import of new propositions, even 
in cases where the method is not consciously applied. (3) In the case 
of this Definition of Inclusion [as well as in all other cases], if the Pupil 
can repeat from memory all the clauses in succession from (1) up to i9) a 
few times, he will retain a clearer and more vivid comprehension of 
that definition than if he had repeated the entire definition a hundred 
or more times in the usual manner. 

II. " Exclusion means that yon observe that there is an antithesis, or 
that one word excludes the other, or that both words relate to one and 
the same thing but occupy opposite positions in regard to it." (1) There 
is an antithesis. (2) You observe that there is an antithesis. (3) Exclu- 
sion means that you observe that there is an antithesis. (4) Exclusion 
means that you observe that there is an antithesis or that one word 
excludes the other. (5) Exclusion means that you observe that there is 
an antithesis or that one word excludes the other, or that both words 
relate to one and the same thing. (6) Exclusion means that you observe 
that there is an antithesis or that one word excludes the other, or that 
both words relate to one and the same thing but occupy opposite posi- 
tions. (7) Exclusion means that you observe that there is an antithe- 
sis or that one word excludes the other, or that both words relate to one 
and the same thing but occupy opposite positions in regard to it. 

REMARKS.— After carefully studying the foregoing Analysis, let the Pupil, before 
looking at my Analyst* of it, deal in a similar manner with the definition of Concur- 
rence, and send his Analysis to me for criticism. And with the exercises on each of 
the subsequent lessons, let him send me a few sentences of his own selection, analysed. 
And let him not begrudge the time spent in this matter, however busy he may be. It 
is a very good preliminary exercise of mind to qualify him for rapidly and almost uncon- 
sciously Hbsorbing the meaning of all he hears or reads. There is another practice which 
is most efficacious in creating the habit of quick and exact apprehension of what one 
hears, sees or reads. It is the practice of preparing questions and answers on what one is 
studying. In this and the next lesson, I have drawn up a few questions, to which I hope 
the Pupil will send me his own written replies. But, in the remaining lessons, I trust the 
Pupil will send me his own questions and answers on them, and let them l>e as exhaustive 
and searching as possible. And if time fails him to do both the questioning and analysing 
of sentenceu. let him on no account neglect the latter, but let him send me a full s*'t of 
questions and answers on these four pages. In the next and subsequent lessons, I 6hall 
present a New and Original Method of rapidly memorising prose or poetry. 

III. " Concurrence is tjie felt relation between two ideas or impres* 


sions which we have sensuously experienced or thought of together, or 
almost simultaneously, or history has told us are together, although 
having no relation necessarily. * (1) Concurrence is the relation between 
two ideas. (2) Concurrence is the relation between two ideas or impres- 
sions. (3) Concurrence is the felt relation between two ideas or impres- 
sions. (4) Concurrence is the felt relation between two ideas or im- 
pressions which we hare experienced. <5) Concurrence is the felt relation 
between two ideas or impressions which we have experienced or thought 
of. ' (6) Concurrence is the felt relation between two ideas or impres- 
sions which we have experienced or thought of together.- (7). Concur- 
rence is the felt relation between two ideas or impressions which we 
have experienced or thought of together or sirnultaneovsly. (8) Con- 
currence is the felt relation between two ideas or impressions which we 
have sensuously experienced or thought of together or almost simulta- 
neously. (9) Concurrence is the felt relation between two ideas or 
impressions which we have sensuously experienced or thought of 
together or almost simultaneously. (10) Concurrence is the felt rela- 
tion between two ideas or impressions which we have sensuously expe- 
rienced or thought of together or almost simultaneously, or history fias 
told us are together. (11) Concurrence is the felt relation between two 
ideas or impressions which we have sensuously experienced or thought 
of together or almost simultaneously, or history has told us are together, 
aWwwgh having no relation necessarily. 

REMARKS. — The dullest person ought readily to nee why this method secures the com- 
prehension of a complex sentence or proposition mnch more quickly and thoroughly than 
the method of endles* repetition of the entire sentence. Every impression reaching the 
brain becomes affiliated on to or dovetailed in with its like, similar, or Analogue that is 
already there registered. A single or simple idea is more likely to find its like or analogue 
at once and without delay than that idea will find its like or analogue if modified or miked 
up with other ideas. When the mind has absorbed a simple idea, it can easily absorb that 
idea in connection with another idea. Then these two ideas can easily receive an acces- 
sion of another idea. In this way ten modifying ideas can easily and successively be 
absorbed, when if the eleven ideas altogether had been presented, they could not have 
been understood at all. If a Chinaman looks for the first time at a page of an English 
book, it is all confusion to him. He recognises nothing, only plight differences between 
. the letters and words. But if he learns a few letters of the English Alphabet, and then 
returns to that page, he will now recognise those letters which he has learned. When 
he has learned the entire English Alphabet, he will recognise all the letters on the page, 
but he will not know the meaning of the words. When he has learned 2000 or 8000 Eng- 
lish words, he will probably be able to understand the entire page, which formerly had no 
meaning to him. The human mind must always proceed from the simple to the complex, 
and in this way, and in this way only, can it comprehend and understand new and hith- 
erto unfamiliar ideas or knowledge. 



Mv system is learned, not from understanding the THEORY 
of it* but solely and exclusively by DOING the EXERCISER 


(Not to be read except when reviewing this Lesson.) 

The Masorites — those indefatigable commentators— undertook, some 
1200 years ago, to make an accurate inventory of the contents of the 
Hebrew Bible. They counted chapters, paragraphs, verses, even all the 
words and letters in each book. The result of their investigations can 
be found printed at the end of every book of the Hebrew Bible. It is 
unnecessary to add that all this painstaking was done to prevent corrup- 
tion or alteration of the original text of the Sacred Records. 

Now comes the remarkable fact that, in order to help tfte memory they 
represented the number of chapters, verses, &c, by means of a familiar 
sentence, taken at random from some portion of the Bible, the numeri- 
cal value of the consonants in such a sentence giving the exact number 
to be remembered ! t An entire sentence was 6eldom required for this 
purpose, and when only a part of a sentence sufficed, the particular 
words appropriated to express the number were printed in larger and 
bolder type, while the rest of the sentence appeared in smaller type. 
See almost any Hebrew Bible. 

Thus, we know that the Jewish Rabbis anticipated and gave the ex- 
act model of all modern Figure Alphabets more than 1200 years ago. 

Modern nations have all imitated the Jewish method of expressing 
numbers by the consonants of words^ as more easily remembered than 
the figures themselves. Dr. Richard Grey, who published his Memovin 
Technical in 1 < 30, expressly admits that the Hebrew practice suggested 
to him his own Figure Alphabet, and numerous other persons, learned 
in the Hebrew tongue, doubtless made Figure Alphabets for their own 
use without ever taking the trouble to publish them. 

Previous to the time of Leibnitz, a Figure Alphabet was in use in 
Europe. By whom it was originated is not known. Leibnitz himself 
did not know. It was probably a Hebrew scholar. The earliest figure 
alphabet was a downright jargon. The first, so far as is known, who 
published a Figure Alphabet, was Stanislaus Mink von Wemsheim or 
Winkelmann. He made a Mnemonical Key of the 12 Signs of the Zodi- 
ac. He then divided each sign into 30 subsections, making in all 360 


Key Localities II If his practice was similar to that of modern mne- 
monical authors, who rarely, if ever, acknowledge where they get their 
figure alphabets [in order that their pupils may suppose that they in- 
vented the device], and we have no occasion to think it was different, 
then we have an additional reason for presuming that he got his alpha- 
bet from some older and now unknown source, if not direct from the 
Hebrew Bible. His mode of expressing the date of his own publication, 
1648, was as follows: — "aBeo iMo aGoR." At this time Mnemonics 
had become such a stench in the nostrils of the public, from its cultiva- 
tion of unnatural Keys and Artificial Associations, that its votaries 
could not have secured any attention to their imitation of the Hebrew 
practice. But the philosopher Leibnitz, finding a Figure Alphabet in 
existence— probably the same one that Winkelmann had borrowed — 
quickly saw the utility of such a device, and at once popularised it and 
translated figures into words. He recommended it as a * * secret how 
numbers, especially those of chronology, can be deposited in the Mem- 
ory, so as never to be forgotten." This endorsement of the Method of 
translating figures into words by the great thinker Leibnitz attracted at- 
tention to the device, as soon as his opinion became known. And at 
once numbers of chronologists and mnemonists set to work, each one to 
make a Figure Alphabet for himself ; and the result has been that 
every conceivable form of Alphabet has been used, and it would be im- 
possible for anyone to devise any new collocation of consonants. All 
possible forms have been anticipated over and over again. According- 
ly, I have adopted what seemed to me to be one of the best, and I have 
always acknowledged that it was owing to the skill and recommendation 
of Leibnitz that the modern un-Jewish European world has had the 
benefit of a practicable Figure Alphabet. Yet, when I come to deal 
with the words into which I translate figures, my Method is unlike that 
of Leibnitz himself or of any other teacher of memory ! I And, in fact, 
it is of very little account what particular alphabet is used, provided it 
is made perfeotly familiar. It is in Associating the figure-word with 
the event to which it belongs that the essential difference lies ; and, in 
this respect, my Art of Never Forgetting is wholly incomparable. 

Reflection will show that, in translating figures into words, I am not 
introducing an " Artificial " element into my System; because numbers 
applicable of themselves to everything in general, and meaning nothing 
in particular, are pure mental conceptions ; and, in transforming them 
into words or phrases, I am practically only turning Abstractions into 



The explanations and examples will make this acquisition 
very easy. 















1 m 





g hard 






c h«rd 



C"° ft 

g .oft 


If you imagine the capital letter S cut into two parts, and 
the bottom half attached to the top half, it would make a 
nought (O)- That is why S is translated into 0. C*° ft as in 
cease has the same sound as S, and Z is a cognate of S — that 
is, it is made by the same organs of speech in the same position 
as when making S, only it is an undertone, and S is a whis- 
pering letter. Besides, Z should represent O because it be- 
gins the word Zero — C"° ft should also stand for O f° r the 
additional reason that C ,oft begins the word cypher. Thus, 
in translating a word into figures, we always turn S, Z or 
Q.oft i n j. ^ . or ^ £ n turning figures into words, we always 
translate a nought (0) into S, Z or C' oft . We use "t" to rep- 
resent 1, because "t" has one downward stroke, and we also 
represent 1 by "d," because "d" is cognate of "t." We rep- 
resent "n" by 2, because "n" has two down strokes, "m" by 
3, because "m" has three down strokes, "r" by 4, because it 
terminates the word four in several languages, and "1" by 5, 
because in the Roman alphabet L stood for 50, and we dis- 
regard the tens, and we make it stand for 5 or the first figure 

to be an 

eight elongated, and "v" is the cognate of "f." "b" and 
"p" represent 9, because 9 is only an inverted "b," and "p" 
is its cognate. 


The phrase "6 Shy Jewesses chose George" gives through 
its initial consonants the representatives of 6, viz. : sh, j, ch, 
and g"°\ The phrase "7 great kings came quarrelling " gives 
the letter equivalent of 7, viz. : g h ' rd , k, o h * rd ^ and q, also the 
final ng. This mode of expressing a new meaning by the 
consonants of a word was practised by the ancient He- 
brews.* Kalbag was a word invented to indicate four words 
by its consonants. Thus, R=E — abbi, L=L — evi, B='B — en. 
G=G — erson.f The representatives of the figures from up 
to 9 are given in the consonants of the first phrase below, 
and in the initial consonants of the ten subsequent phrases 
following the figures : — 

" Sidney Merlish gave a bow.'^ 

Naught (0) So JSfealous Ceases. 

One (1) Tankard this X>ay. 

Two (2) headed Nightingale. 

Three (3) jVeaia. 

Four (4) Tfoadsters. 

Five (5) "Zamps." 

Six (6) Shy Jewesses Chose George. 

Seven (7) Great JRngs Came Quarrelling. 

Eight (8) Fold. Value. 

Nine (9) beautiful Poems. 

This explanation is a help to remember the letter values of 
the figures. Another way to fix these values in mind for per- 
manent use is to turn words into figures. This practice 
quickly enables you to convert figures into words, and to trans- 

* A lady wished to remember the Abbreviation L. K. Q. 0. P. I. [Licentiate of King's 
and Queen's College of Physicians of Ireland], so she made this Phrase : " Licensed to 
Kill, Qualified to Cure, Patient* Invited "Ml 

t Here we see that tho same consonants in the same word were used for two different 
purposes, one to spell the new Proper Name of Ralbag, and the other to indicate by a 
new use of the consonants that Ralbag was the Rabbi Levi Ben Gerson. This Hebrew 
practice was the undoubted origin of the double nso of consonants to spell words, and, at 
the same time, to indicate figures by a new meaning given to the consonants. The same 
practice prevailed among the ancient Greeks. This Hebrew practice, besides giving ori- 
gin to the Figure Alphabet, was availed of to make a secret Cypher. It was the origin 
of Acrostics. And it led to the use of words to express different degrees of the same 
thing and different persons bearing the same name, or Homophones in the case of Kings, 
&c.,«the initial letter beiug the same as that of the King, and the final consonant telling 
whether he was the first, second, third, &c., of that name. To indicate briefly the dif- 
ferent English Henrys, for instance: Head = Hen. I., Hen = Hen. II, Hem = Hen. 
III., Hair = Hen. IV., Hall = Hen. V., Hush = Hen. VI., Hack = Hen. VII . and Hive 
= Hen. VIII. The number of ways in which these Henrys can be thus abbreviated by 
the use of this Hebrew Method is very large. As the principle of this Method unques- 
tionably became the common property of the civilised world by inheritance from the He- 
brews, It is rather presumptuous for mnemonical authors to claim that they originated 
the device. If it could be established that they invented it as well as the Figure Alpha- 
bet, without referring to the Hebrew practice. I should be delighted to award them due 
praise, but the proof points the other way. They have no right to assume the contrary 
of the fact. 

late them back into figures. 9&~ Facility will be attained 
before the 5 lessons are completed. 

The great utility of this practice will appear when SYN- 
THESIS is mastered. 

As many mnemonists use the same Figure Alphabet which I use, the 
words chosen to represent the same dates may be the same in their 
books and in my lessons ; yet, there is nothing in common in our Sys- 
tems, as such, since the Figure Alphabet is not their invention, and 
since my Method of Connecting the Bate-word to the event is totally 
unlike their Methods. 


Not to be glanced at or skipped, but to be carefuUy studied. 

1. — Two consonants of the same kind with no vowel between, 
provided they have the same sound, treated as one con- 
sonant, as "11"=5, "nn"=2, "rr"=4, dd=l, &c. 
But the two consonants have different values, in accident 
= 70121. 

2. — All silent consonants are disregarded, as " Ph " and " h " 
in " Phthisic "=107 ; " b " in " Lam6 "=53, " Com& "= 
73, or in " Tomft "=13. " gh " in Bou^t=91 ; "Is" in 
Znow=2 ; " gh " in Nei^bours=2940. 

3. — The equivalents of the above consonants have the same 
value as the consonants themselves, as " gh " in "Tough " 
= 18, " gh " in Enou^/i=38 ; " gh " in Bough=±8 ; " gh" 
in"L&ugh"=58, "2/Oc& ,, =57. "N"sometimes=ng=7; 
as in " Bank "=977 ; "n" in Bank has the sound of 
" ng ; " n,g are not always taken together as one sound, 
and translated into 7, but are treated separately sometimes, 
as in engage =2 76.* X=gs or ks=70, as in example = 
70395 ; in oxygen=7062. Sometimes X=Z, as in Xer- 
xes =04700, and then it=0. Ci and ti=sh, as gracious 
=7460; Nation =262. dge=g ,oft: as in Ju<tye=66. 
Tch = ch=6, as in ditch =16 (it rhymes with rich =46). 
Ch sometimes =k as in (7/iristm as =74030. S and z 
sometimes=zh, which is the cognate equivalent of sh*=6, 

* Pupils who have a poor ear for soundR sometimes fail to note when •• n " sounds like 
"ng" and so means 7 instead of 2. Let them study the words " ringer '* (474), " linger * 
(5774), and " ginger " (6264). The first syllable of "linger" rhymes with the first of 
"ringer," and not with the first of "ginger; " it rhymes with "ring" and not with 
"gin ; »' and if the first syllable of " ringer" is 47, the first of •• linger " must be 57 ; but 
the second syllable of " linger " is »« ger," while the second syllable of *• ringer " is only 
" er," So " linger "is pronounced as If spelt " ling ger," the "n" sounds like "ng." 
" Ringer " is pronounced " ring-er." 


as in Pleasure =9564, and in Crozier=7464. Acqui- 
esce = 70, excrescence = 7074020. 

4. — No notice is taken of any vowel or of w (war =4) or y 
(yoke = 7), or of h (the=l), except as part of ch or sh. 
Words like Weigh, Whey, &c, having no figure values, 

r ; are never counted. If one word ends with, and the next 

word begins with, the same consonant, they are both 
reckoned, as That Toad=llll. 

[Those who are interested in remembering fractions, &c, 
see p. 71.] 


t£gr Above all, let the Pupil send we his translation into 
figures of the Presidential and Dough, Dodo Series, and 
of the following words, which express the Dates of Acces- 
sion of the Kings of England from Egbert to Victoria. 
And, after making this translation, he can send words 
that will translate any Dates in the 16th, or 17th, or 18th 
Century as an exercise in finding words to express 
figures : — 

Fine oak. . .foaming. . .flock. . .vicious. . .fish show. . .fact. . . 
post. . .panel. . .brass. . .birch. . .Belial . .bailiff. . .pickle. . . 
pack up. . .test him. . .destroy. . .duster. . .the stage. . .athe- 
istic. . .dismal. . .howitzers. . . discern. . .it is Joshua . . . the 
wise judge. . .deceiving. . . tootsies. . .hot oatmeal. . . tutelar 
. . . the day of hope . . . dead baby ... tin dish . . . Duncan . . . 
damask . . . demoniac . . . demagogue ... to imbibe . . . dry theme 
. . . drawn in . . . tragedy . . . true fame . . . teraphim . . . tearful 
. . .to lisp. . .tailoring. . .tall elm . . .dual life. . .Doge's home 
. . .additional. . .too sharp. . .dutch loam. . .wide shelf. . .eat 
jalap . . . two judges . . . dishevel. . . the chief abbey . . . tocsin . . . 
doctor. . .thickening. . .dog shows. . .toughness. . .die famous 
. . . day of maying. 

The following are examples of words and phrases for the 
lengths of Eivers and heights of Mountains. The Pupil 
should translate them into figures, and send them to me for 
criticism. How the figure-words are to be connected with the 


iinmes will appear from the Paper on Synthesis. Let the 
Pupil send me other examples : — 

Mississippi, warm oven ; Nile, wordy essays ; Volga, narrow 
seas ; Ohio, town jail; Loire, Lammas; Seine, Argosy ; 
Thames, annals ; Spree, annoyance ; Jordan, an icehouse ; 
Sorata (Andes), Indian effigy ; Popocatepetl (Mexico), take a 
weak wife home ; Mount Brown (Rocky Mountains), whitish 
sauces ; Mont Blanc, idling half a day ; Jungfrau, the Mohicans ; 
Righi, all bustle! Konjakofski (Ural Mountains), lumbago; 
Saddleback, now giving ; Ben Nevis, wear your sash ; Snow- 
don, homologous. 

Authorities differ as to these lengths and heights. In each case I 
have accepted the dictum of Mr. A. Keith Johnston, F. B. S. E. — See 
the latest edition of his Gazetteer. 


Send me a translation into figures of the following 71 sentences : 

Mother Day will buy any shawl. 
M? love, pick up my new muff. 

A Russian jeer may move a woman. 
Cables enough for Utopia. 

Get a cheap ham pie by my cooley. 
The slave knows a bigger ape. 
I rarely hop on my sick foot. 

Cheer a sage in a fashion safe. 

A baby fish now views my wharf. 

Annually Mary Ann did kiss a jay. 

A cabby found a rough savage. 

A low dumb knave knew a message showy. 

Argus up my fire rushes. 

A bee will lose life in enmity. 

A canal may well appear swift. 

Never have tidy Dick early. 

Has no fear to see a new ghost. 
A beam fallen at^lizzy Lulu. 

We will be a sure arch in a new pier. 

Feeble are poems home-fed. 

A butcher ran off feet soppy. 

A college shall buy my mirror. 


Shoot in a fury, ugly Sheriff. 

Naomi may give Jack half my tea. 
Shall we now cut Annie's topaz. 
Peter will shear a village hedge. 
Upon my ridges moor a fish. 

To soar lower may nudge a Jury. 
Find my map, my Chiswick. 

Now choose anew our better Eden. 
Coming near love kisses. 

Ji-Ji has jammed a whole l eaf off. 
Take rough, fat, lamb-soup. 

A nice patch in a funny panel. 

Raise bad cattle, major. 

A magic fop knew a well opossum. 
Joses taught him my sole hymn. 
A sailor if vain has a rich joy. 

You allow no time for authorship: 
Let a pert lad teach us. 

A bear may muzzle a gun-case. 
My shallow cool pulp-tub. 

A lamb's pint of shady dew. 

Come off top, my newish ditty. 
A cup may dazzle at a haughty hovel. 
Refuse queer, rich, new muck. 
Baby Jenny wooing her pale cheek. 
Melt half a "flakey" linin g. 

Any roof boughthi New Cobham. 

Heave it off, my sooty deep robe. 

A tiny hoop of mamma shook a mummy. 

China warriors usualfy weigh each a share. 

A missive chosen at m y ball. 

Stitches pin our ruffs. 

Going now amiss by our machine. 
Full looms push chains. 

No quail will 6hape my big pie. 

A heavy ship will soon annoy a new rock. 

Her puppy shone as a choice care. 
Bacchus may swear at any match. 
A shy heavy wife shut a bible to-day. 
Suasive weapons win him fame. 
Cuckoos untamed are touchy. 
We buried Dobson by five. 


You love Annie Laurie, you wretch of a Doge. 
He may pick up pipes, RacheL 

Picus is safe to accuse ua. 

No Pasha may deny my awaking him. 

Folk may run his ferret home. 

Escape it early to-day, if you may. 
Paphia's legacy pay off wholly. 

%* Translate the above 71 Sentences into figures, and send them to 

me for criticism. On no account fail to do this exercise. 
%* Beware of violating the four rules on pages 62 and 68. 

Translate the words in italics in this paragraph into figures. 
They express the specific gravities of some important metals, 
as given in Roscoe's Chemistry. [Here decimals are used.*] 
Osmium, Nina Syringa ; iridium, none serious; platinum, 
needy souls ; gold, Toby sensual ; mercury, Tommy sleepish ; 
rhodium, tiny seed; thalimm, a wedded Sappho; paladium, 
a dead seer ; lead, doughty smudging ; silver, this sore chafe ; 
bismuth, a happy Savannah home ; copper, a heavy spleen ; 
cadmium, heave a satchel low ; iron, oak scoop ; tin, a wig 
snipper ; zinc, hedge spittle ; antimony, witch, seek a tomb ; 
aluminium, new Souchong ; magnesium, to scare him ; calcium, 
the slow calf ; rubidium, the solid wedge ; sodium, speaker ; 
potassium, savagely ; lithium, sleeper. 

Those who are familiar with the pronunciation of the Welsh lan- 
guage may send me the translation into figures of the following 
name of a Welsh village. It is the longest word in the modern 
world : — 


This word of 71 letters and 22 syllables means,: "St. Mary's white 
hazel pool, near the turning pool, near the whirlpool, very near the 
pool by Llankilio, fronting the red rocky islet of Gogo." 


SOLELY for those who understand ANCIENT GREEK. 

The following is the longest word ever constructed in any Language, 
Ancient or Modern, and is from Aristophanes ; it is given as an optional 
Exercise for Greek scholars only : — 

* The pupil may skip this paragraph If not wishing to deal with chemistry or decimals. 
As to decimals see pago 71. 


J^y* Act a 9 ore pa % o it* \ a %o y*\ e o k p a v i- 
with modem i«ttwt. Lepado temaclios elachog aleokr ani- 

OA(t if OC 5'pJ jU U TOTM M H (LT O (T I K (p I O K a p U fio jU - 

fXjTOKoraK «x "M e v o tc t x\ €7ClK0<r(rv 4> ° <t> o>tt - 
o * * p i err c p a\€ k r p v o v o * re k e <p a\\i o k i y k \ o tc i - 
\€io\ayvo<r*paiofia <f> r\rpayavovrepv¥»v. 

•word-— - 

following is the translation of the foregoing 




-black- bird- 


























-pounded up- 
















- -well-mixed-together- 





KNIGHT'S TOUR— The object of this Problem is tQ con- 
duct the Knight diagonally all over the Board from No. 1 or 
any other number, qnd to return to the point whence it 
started without its having touched twice upon the centre of 
the same square in its course. The Knight, if starting from 
No 1, will have to go over the following squares, as will be 
seen by inspection of the enclosed diagram : — 
1 11 5 15 32 47 64 

60 60 35 41 26 9 3 

7 24 39 66 62 45 30 














The following unpronounceable and incomprehensible 
word is Dr. Richard Grey's method of expressing the above 
figures ! — 

Tour babubutef oisolos 


laububupod unut auto 
kibasaubedapifono tu 

This is given as a mnemonical curiosity, but not to be learned. 

A mnemonical teacher who could not see the stultifying ab- 
surdities of the present artificial systems, remarked of such ap- 
plications of Dr. Grey's system : — " Surely, at sight of such 
phrases ; at the cacophonism of such words ; and at the es- 
say, I will not say of retaining them in the memory, but only 
of pronouncing them, the reader will have undoubtedly al- 
ready decided that he would much rather attempt the masti- 
cation of a collection of millstones ! 1 " 


The following series translates the Figures of the Knight's 
Tour into words, which the Student can memorize in one or 
two readings by Analysis (if he did not learn them in the 
First Lesson), and thereby be enabled to hand the accompany- 
ing Diagram — not this lesson paper — to anyone, and at his 
command recite the Tour, beginning aji any number he may 
name, and proceeding either xoay to return to the point of be- 
ginning ! The Knight's Tour is admitted to be the most 
crooked journey on record ! ! 

In the list of words given below the figures showing the 
numbers of the squares are represented by all the 9&~ sounded 
consonants of the words. 

It may be observed that, owing to the necessarily limited 
choice of words, the analytic relations between them are 
naturally less obvious than if the choice had been unrestricted. 
The less obvious, however, the connection, the better exercise 
it will be in tracing the relations of In., Ex. or Con., with 
which it is now the Pupil's object to become familiar. 

Dough. . .Dodo *.. .Lay. . .Outlay. . .Money. . .Rogue . . . Watcher. .. 
Lair. . .Chase. . .Lasso. . .Mule. . .Rod . . . Gnash . . . Happy. . .Home. . . 
Dome . . . Egg . . . Hennery . . . Mope . . . Leash . . . Chain . . . Rail . . High 
Mass. . .Noisy . . .Meek. . .Nun f . . . Enough . . . Muff . . . Hand . . .Match 

• A short clumsy bird of Mauritius, now extinct. 
tNun sounds liko '» none " the opposite of "enough." 

. . .Dip. . .Nile. . .Eddies. . .Ray. . .Dray. . .Heavy. . .Nnmb. . .Bouse. .. 
Lull. . .Chide. . .Lad. . .Lag. . .Bun. . .Leap. . .Lamb. . .Jam. . .Rive. . . 
Mad . . . Dash . . . Hash . . . Dine. . .Inn. . .Talk. . .May hear. . .Harp. . . 
Rhyme. . .Leaf. . .Lawn. . .Rich. . .Honey bee . . . Bear. . .Nag. . .Mum 
...The foe! 

And, above all, do not construct one or more stories after 
the mnemonical imitation of children in the nursery, to con- 
tain the above words ! ! ! Such fanciful combinations promote 
mind-ivandering, and they cannot assist the memory to a per- 
manent retention. 

After repeating this series at least 15 times forward and as 
many times backward, doing it only once each day, J@- report 
to me the exact time it takes you to go both ways when pro- 
nouncing the figures instead of the words ; but you need not 
wait till the 15 days are up before sending for Synthesis. 
Send for the next lesson as soon as you have mastered this 
lesson. By daily practice you will soon be able to recite the 
figures of the Knight's Tour in the exact order, both forward 
and backward, in one minute and a half. Report to me when 
you have actually done so. 

Recall the words to memory, but do not say them aloud ; 
say aloud the figures that translate the consonants of the 

When you can recite the figures of the Tour rapidly by 
thinking through the words, you will soon be able to find the 
words for any figures whatsoever. 

lE^f In response to a very general demand from my Pupils, I have 
just completed and printed for sale a Figure Dictionary of 28 pages, 
giving a variety of words that translate all the figures from up to 1000. 
This will be a very great help to those who have to deal with numbers. 
I supply a copy for 50 cents, provided the order contains a stamped di- 
rected envelope. 

If a word to express any date of four figures, or any number of four 
or more figures, does not readily occur to a Pupil, he can easily make 
one out of two or three words selected from this "Figure Dictionary. 1 * 
For instance, if " dandyish ' was not thought of or not approved for 
1216, two words might be used, giving 12 and 16. as "tow ditch," or 
" wooden dish ; " or three, giving 1, 2 and 16, as "the new attache," or 
three, giving 1 . 21 and 6, as u do not chew.'' If millions are to be ex- 
pressed, of course only the number of millions need be signified ; for 
instance, as we are 93 millions of miles from the sun, "poem," 
"opium." or "beam'' might be used to express that distance. If a 
Pupil wished to give more exactly the distance as estimated during the 
transit of Venus in 1883, 92.700,000, he might write «' he open cases 
seizes. " For 93,821,000, the distance computed from the' transit of 
1874, "buy my mint; sauces," would do. Ambitious Students some- 


times select a word for each figure from 1 up to 1000 and learn the 
Series by Correlations (see Synthesis, or next lesson), and then they can 
instantly convert any figures whatever into words. This is a great aid 
in doing Memory Feats. 


The time has now come when the Pupil can translate the Bate-words, 
such as '• Fine Oak," &c, and " To give up," &c, into figures, as he re- 
cite* those series forwards and backwards. Let him not fail to recite 
both ways, at least once each day, those series, always saying the figures 
that translate the Date-words, and also to join with them the Dough. 
Dodo Series, but in this last case only thinking the words and saying 
the figures. Let him keep up this practice for one month, and he will 
find a remarkable change for the better to have taken place in his Mem- 
ory and Concentration. 

In the Presidential Series the words in capitals are the names of the 
American Presidents, and those in italics translate the dates of the be- 
ginning and end of their terms of office. To give up means 1789, the 
date of the appointment of the first President of the United States, 
Washington. Took a bouquet (1797) is the date of the close of his Pres- 
idency, and the commencement of John Adams'. 

Notice that Fine Oak (827) denotes the close of the Heptarchy and 
also the beginning of the reign of Egbert, whose name follows that 
Date-word ; and that the date Foaming (837), which terminates Eg- 
bert's reign, is also the commencement of the reign of Ethelwolf , which 
follows that Date-word, &c. Thus, each king's name or homophone (see 
page 32), is between the Date-words which indicate when he began to 
reign and when his reign terminated ; and thus those two Date-words are 
directly connected with the king whose reign they open and close. And 
as it happens in all these cases that the end of one reign coincides with the 
beginning of the next reign, we see that each Date-word serves the double 
purpose of marking the commencement of that king's reign which it 
precedes, and also the termination of his predecessor's reign ; or, in 
other words, each date-word indicates the finish of the king's reign 
whose name precedes it and the beginning of the reign of that king 
which follows it ; so that, if the Pupil has thoroughly memorised the 
Heptarchy Series, he can instantly give the date of the accession of each 
king by thinking of the date that precedes it, and he can as quickly 
give the date of the termination of that reign by thinking of the date 
which follows it. He can also give the entire Series of Kings, and their 
dates, both forwards and backwards, with great rapidity and certainty ; 
and he can do ail this without using any artificial Mnemonical "Key" 
" Pegs," or " Table." Similar remarks would apply to the Date- words 
in the Presidential Series of Last Lesson 

Notice that Ethelred II. (who came to the throne in 979 and later re- 
tired), was restored in 1014, in Canute's absence. In 1016. when Ethel- 
red died, Edmund Ironside (his son) and Canute divided the Kingdom, 
and on the death of Edmund, Canute became sole king, "Ward" is 
used for Edward I., "Warn" for Edward II., and "Warm" for Ed- 



ward III., to distinguish them from the Edwards after the Conquest, 
"Edit," &o. 

j£3T The Pupil should master this Lesson, no matter what 
his aim may be. It will be equally valuable to the Student 
of Languages and to those who will be occupied with Ap- 
plied Mathematics. Besides, it is indispensable for the un- 
derstanding of the subsequent Lessons. Let no Student, 
therefore, fail to become a thorough proficient in the prin- 
ciples and rules of this lesson. 

gST I do not, as a rule, use words beginning with S, except 
to translate decimals and fractions, and Date-words where a 
doubt might otherwise arise (unless in a phrase like " To see 
Jiji," " delay a spy/' &c.) ; and in case of the decimals, S, as 
the initial letter, means only the decimal point. (1) If there 
is an integer followed by a decimal, two separate words are 
used ; the decimal- word begins with S, thus : 945 -51= barley 
sold: 71 -3412= good Samaritan. (2) If it is a decimal by 
itself , the S indicates the decimal point only — '01= society; 
•02= Susan; -04= saucer. (3) If it is a fraction, the words 
translating numerator and denominator begin with S, and the 
S's are not counted, the numerator-word coming first, and the 
denominator-word last, thus: -^=8011 Satan. (4) As to 
Date-words, just before the commencement of the Christian 
Era you may use an initial S, as, Stir would mean 14 B.C.; 
and of course Tower would mean 14 A.D. ; Soar=4 B.C., and 
Rue =4 A.D. In a Date-word like Trial, to express 145 B.C., 
no doubt could arise ; if the Pupil knows the contemporary 
history, he could not imagine it could be 290 later, or 145 
AD. If he fears he might not remember that it was B.C., he 
could remove all doubt by using the word Stroll. 

Important Exercise ! ! ! — Turn the following sentences into 
figures and send the translation to me : — Sign your name to 
all the papers you send to me. Also state the name of Or- 
ganiser of your Class ; and, whether a Private Pupil or Mem- 
ber of a Class, do not forget to enclose the stamped directed 

E^~ As this Lesson is a very valuable one, I append QUESTIONS there- 
on which may enable the Student to TEST his mastery of it before 
sending for Synthesis. If he have plenty of leisure he may send 
me Answers to all these Questions: — 

1. How is my System learned ? ' 

2. What ancient nation used letters to indicate numbers ? 


8. Who converted numbers into specific consonants—in other words, 
constructed a Figure Alphabet ? And when ? 

4. What is effected by means of a Figure Alphabet ? And what ad- 
vantage is there in turning figures into words ? 

5. How is it that, in translating figures into words, we are introduc- 
ing no " artificial " element ? What are we really doing V 

6. What letters stand for nought — ? How does the capital S re- 
mind you of nought — ? What letter has the same sound as S ? And 
what other reason is there why it, as well as S, should stand for nought 
— ? What letter is a cognate of S ? And what other reason is there 
why it, as well as S, should stand for nought — ? 

7. Why does ** t " represent 1 ? And what is its cognate letter ? 

8. What letters represent 2 and 3 respectively ? And why ? 

9. Why does *' r " represent 4 ? 

10. What letter represents 5 ? And why ? 

11. How do you connect '• f " with 8, and " b " with 9 ? And what 
are the cognate letters of " f " and "b" respectively ? 

12. What two sentences give the letters for 6 and 7 respectively ? 

13. Mention a Hebrew word, whose consonants indicate four words? 

14. What words contain and connect together respectively, " t " and 
"d" (=1)? And "f» and "v" (=8)? 

15. In what sentence do the consonants of the Figure Alphabet occur ? 
And what phrase gives the consonants for 2, 3. 4 and 5 ? 

16. When will the utility of the Figure Alphabet, and of practice in 
it, appear ? 

17. How do you translate double consonants having only one sound— 
as " 11," or •* nn " ? Give examples. Would the ** cc " in u accident" 
be an example ? 

18. How are silent consonants treated ? Give examples. 

19. What value have equivalents of the Figure-Consonants ? Give ex- 

20. What figures do the words " bank " and " engage " represent ? 

21. What figures does the letter " x " usually stand for ? Does it ever 
stand for nought— ? 

22. In what words would "o" soft, and "t" not have their usual 
value ? 

23. What figures do " dg," " tch" stand for respectively ? 

24. Mention a word in which "ch"=k; what value would it have 
then ? Also, words in which "s" and "z" = zh ; what value would 
they have then ? 

25. How are vowels and diphthongs and the letters " w " and *'y " 
and "h" treated? What value have words like " weigh," ^whey," 


1. What are you to do with the 71 sentences ? 

2. What other Exercises of converting words into figures are set ? 

3. What are you to do with the List of Words expressing the Dates of 
the Accession of the Kings of England ? With that giving the lengths 
of some Rivers and heights of Mountains ? 

4. What is the nature of the problem of the " Knight's Tour " ? And 
of what use is the Diagram in giving the solution ? 


5. How is the solution given ? How is the List of Numbers, giving 
the moves in order, made easy to remember ? How are the words, 
chosen to represent the numbers in order, connected with each other Y 

6. Which consonants of each word are the Jfyun-consonants ? 

7. How many times is it desirable to repeat the List of Words ? 

8. What are you to do with all the papers you send to me ? Whose 
name, besides your own, are you to state ? What are you to enclose 
with your exercises ? 

9. Why do I bid the Pupil master the rules and principles of this 
Lesson ? To whom will it be equally valuable ? And for what will it 
be indispensable ? 


When the pupil is able to run through the Bough, Dodo series in fig- 
ures in a minute and a half, let him try how quickly he can recall the 
word for any of the numbers from one to sixty-four, which comprise 
the squares on the chess-board. So that if he is attempting to do the 
Knight's Tour blind-fold, and is told that square number 34 has been 
selected as the starting point, he can instantly recall " May hear,'' and 
be prepared to go either to 49 (Harp), or to 17 (Talk.). 

If he wants practice in other numbers, let him try his hand on such 
numbers or figures as he sees on the streets and store fronts, turning 
them into words. If he sees a house numbered 441, let him think how 
many words besides " reared," " rarity," ** reward," and " arrowroot," 
he can find. 

The pupil may at first write down the equivalents of the figures in 
order to find words ; but as soon as possible the habit should be acquired 
of thinking through tfie figures. Besides the variety of consonants which 
may be employed, as "g," "k," "c," " q," and " ng, v all of which 
equal 7 ; let the pupil not forget that he has at his disposal " h,*' '* w," 
and " y," which have no figure value, and that vowels may be pub in any 
position. The various sounds of the vowels must be borne in mind 
also : «• a " having four sounds ; as in " fat ; '* 4 ' father ; " " fall ; " and 
"fate;" "E" has two sounds, as in "bet," and " beet ; " "I" has 
two sounds, as in " bit, "and '"bite;" " O *' has three sounds, as in 
"rot," "rote," "foot" and "food; " "U" has two sounds, as in 
"rut" and "rude ; " and then the diphthongs, oy, ow, and ew, come 
into play constantly. With all this material it is easy to find words for 
any figures whatever. If you want a number of words to choose from, 
all equalling 7, put it down in this form ; or better still, think it out 





g (hard) 





e w 



c (hard) 

i h 



o y 





Look over this little table and see how many words you can find be- 


sides whack, wag, wig, wake, week, wick, woke, wing, hag, hog, hug, 
hack, hang, hung, yoke, ago, ache, echo, Iago, oak, go, key, caw, cow, 
cue and quay. 

If a word was wanted for u 91," by proceeding in the same manner, 
you will find : 


























e w 

i h 

o y 


The simple forms : bat, bet, bit, beat, and but, at once occur ; but 
see how many more you can find, such as " whipped " and " habitueV' 

The pupil must be particularly careful about equivalents of consonant 
sounds. For instance; there are six or seven sounds of "ough" in 
English, as in the words, though, tough, cough, hiccough, plough, 
through, lough ; in some of these it is equal to "8," as in tough;, in 
others to "9," as in hiccough. Be very careful of the "sh" sound, 
and its cognate zh, both equal to six. It occurs in such words as : usual, 
(65 ;) tissue, (16 ;) noxious, (2760;) ingratiate, (27461 ;) luscious, (560 ;) 
pugnacious, (97260 ;) and Prussia, (946). 

If the pupil will practise this method in the every day affairs of life, 
he will find it will greatly simplify the problem of remembering num- 
bers of any description. The human mind feels the want of some con- 
crete mode of expressing the abstract figures, and evidences of this 
desire may be often noticed ; as when a man tells you he lives at 125 
Broadway — u You can remember the number," he says, " if you think 
of a dollar and a quarter, (125)." Another tells you to meet him at 5 
o'clock— which he tells you you can remember by the fact that you have 
five fingers on your hand. These are mere accidental coincidences, 
and besides, none of them connect the number to be remembered to 
the thing, or person, or event, to which it belongs ; how much better to 
have a method of instantly finding a word for any number and cement- 
ing it to the name permanently. In the next lesson, on Synthesis, how 
the connection is made, is fully explained. 


C^* If any of my Pupils can read the following, and find nothing 
applicable to his case, he is fortunate indeed. In fact, I often receive 
letters from Pupils admitting that* until they had read my remarks on 
*' Mind-Wandering,'' they had never suspected what had always pre- 
vented their mastering any study, . however simple ; in fact, Mind- 
. wandering is the only obstacle which ever prevents my Pupils from ac- 


quiring the full power of my System, and by its aid, mastering 
languages, sciences, histories, &c. And, although I do not promise or 
undertake to cure Mind-wandering in my Memory Course, yet, I do 
point out the Method of its cure in these Lessons ; and not only Mind- 
wanderers, but all those who think they are not troubled with this in- 
firmity, will find their natural power of Continuity greatly strengthened 
by carrying out my suggestions. Let us first understand what Discon- 
tinuity is. As there are two stages of Memory, so there are two ele- 
ments or functions in Continuity. 

As I point out in my Prospectus, " the act of Attention is twofold. 
It has to pursue an eter-cluinging route, as it passes from word to word, 
and from thought to thought. It must seize a meaning or thought for 
an instant, and then drive it out of Consciousness, or rather into Sub- 
Consciousness, in order to take up anotlier. There is the Directing Force 
of the Attention,* and the equally necessary Inhibitory Force of it. 
This is obvious, as Consciousness can be occupied with but one thing at a 
time. Hence we see that Mind-wandering, or the inability to keep the 
attention in any continuous channel, arises from one of two causes. <i) 
However eager and vehement the Pupil's desire may be to follow a train 
of ideas as set forth on the printed page, for instance, he will fail to sus- 
tain and keep his attention there if its Directing Force is weak, because 
in that case his attention soon becomes exhausted, and then fancy takes 
the reins and soars away from the page, even whilst the eye continues 
to follow the words and the lips to pronounce them 111" 

Although this result seems almost mysterious to most Pupils, a little 
reflection will make clear how it happens. The visual impression made 
by the words, and the articulatory response in pronouncing them aloud, 
are nothing more than an intellectual reflex. Hence but a minimum of 
consciousness is occupied in reading the words ; therefore the mind is 
practically free to roam hither and thither, unless the Directing Power 
of the Attention is strong enough to occupy consciousness with the train 
of ideas. From this illustration, the Pupil ought to infer that printed 
matter is not suitable to train a weak directing power of attention and 
make it strong. Let us look at this subject in another way. A weak 
directing power of attention* which in the view I am about to present, 
might be considered the same as Will Power, is the cause of the Pupil's 
inability to resume work, intellectual or physical, that he has tempora- 
rily laid aside. The novelty of it is gone ; and, however keen his sense 
of duty to renew it, however much he may be interested in returning to 
it and completing it, he shrinks from it, and sets his wits to work to in- 
vent excuses for neglecting it! ! Suoh persons are ingenious and re- 
sourceful in giving reasons for postponing the discharge of manifest 
duties. If such a one takes up this Lesson on the Figure Alphabet, he 
finds it requires attention, practice, and a little time to become familiar 
with it The weak directing power of his Attention breaks down. He 
cannot compel himself to continue at the study, and soon he throws 
aside the lesson, as helpless, he thinks, to proceed with it as a man who 
is blind and deaf. But this paralysis of his Voluntary powers was not 
natural to him. He began life, I admit, with this infirmity, or he ao- 

* The Directing function of the Attention is divisible into automatic (as listening to a 
thunder clap, we cannot help doing so), and Volitional (purposed attention) ; we deal 
mainly with the latter. 

quired it in early youth, but he has increased it a thousandfold. He has 
indulged the habit, whenever he is called upon to closely atieitd to any- 
thing, of neglecting it, relying upon his inventiveness for excuses for 
his neglect. But he little thought that every such neglect weakened his 
power of Attention, that every time he indulged himself in the luxury 
o!: ^attention he had less power to compel his Attention afterwards. 
Such persons are almost sure to, sooner or later, indulge the habit of 
vacuity, that is, they indulge in reverie or mere absence of thought, a 
most ruinous habit. On the other hand, if he had struggled against 
this infirmity from the start, he could have mastered it. Every time a 
weak Attention triumphs, it is stronger. It gives strength by the effort 
put forth to win. If such persons will accept my advice, they will 
never allow themselves to postpone the performance of any duty. They 
can safely act on the adage, that, what is postponed is wilfully neglected. 
If too tired at night to study, they will insist on being called an hour 
earlier than usual, and then when awakened, they will get up at once 
and pursue their studies in the early morning, the best possible time for 
study. And instead of sending me excuses for not doing any of the ex- 
ercises, they will do them all, making the exhaustive study of my Sys- 
tem the occasion of training and building up the Directing Power of their 
Attention. In this way, they create an irresistible Continuity, and at 
the same time become great adepts in Memory. 

But even when the Directing Force of the Attention is strong, there 
is always a struggle going on between it and other powers of the mind 
that are constantly appealed to by the links of the chain of thought that 
is being pursued ; and unless the Inhibitory Power of the Attention 
is sufficient to suppress these contestants, the Attention wanders hither 
and thither, anywhere, in fact, except to the subject before the reader. 
Such persons are little more than automatons. They are the victims of 
every passing whim or impression. They think they have no power to 
resist temptation. If the lesson looks difficult, they sometimes imagine 
that they are utterly powerless to continue at it. The least discourage- 
ment paralyses all their ambition. 

Let me illustrate. — A mistress and servant are in an upper room of 
the house, the mistress sends the servant downstairs to the kitchen for 
a hammer ; when the servant arrives in the kitchen she cannot tell 
what she came there for ! 1 And this ignorance of the object of her visit 
there is put down to a bad memory ; possibly so, but more probably it 
was due to lack of one or other of the functions of the Attention ! 
When the mistress told her to go downstairs, that part of her command 
was listened to, but at once the servant begins to think, "I'll have a 
glass of beer when I get there." This train of thought is carried on 
while the mistress is directing her to fetch the hammer; and so of 
course the servant receives no first impression in regard to the hammer ; 
and no wonder she cannot recall, when in the kitchen, her object in 
going there. 

Let us suppose, however, that the Directing Power of her Attention 
enabled her to understand the order ; she starts downstairs ; streams of 
impressions are rapidly flowing into her brain through her ears and 
eyes. Each impression sets in motion a train of reminiscences, the last 
is jostled out of mind by the next. The sight of a picture calls up the 
thought of her brother. At the head of the stairs, she is reminded of 
having had a long chat there with a disoarded lover. At the bottom of 


the stairs she hears the bark of a dog, and this makes her think of the 
cry of a pack of hounds, or she may have tripped downstairs without 
any thought, advancing as a wound-up automaton goes, and reaching 
the kitchen in a mental state vacant and hollow as a drum. When she 
reaches the kitchen she is in a very different emotional mood from that 
in which she left the top of the house ; and, possessing a weak reviving 
power of Memory, she cannot recall the object of her going there unless 
she happens to see the hammer. Her thirst being still clamorous, it 
surely reminds her of the beer! Now, if the Directing Power of her 
Attention had been strong, she would not have entirely lost out of her 
consciousness the thought of the hammer, however many things had 
occurred to her on her way to the kitchen. And if its Inhibitory 
Power had been strong too, those intruders into her brain could not 
have driven out of her consciousness the recollection of the hammer. 
It is from a weak Directing Power of the Attention that a speaker some- 
times introduces an anecdote or citation into his discourse and then 
never applies it or turns it into account ! 

A servant at Staley bridge was notorious for forgetting errands. On one 
occasion, having been sent to the grocery to get treacle, sugar, and tea, 
and having been advised to repeat those words as a mnemonical aid to 
his memory, he trotted along humming over in a sing-song way 
" treacle, sugar, tea, treacle, sugar, tea, 1 ' until, stepping into some tar 
that had been spilled in front of a tallow chandlers shop he fell down. 
Getting up, he proceeded on his journey in a very sorry style, singing 
44 Pitch, tar, tallow, pitch, tar, tallow," and arriving at the grocery, he 
procured some pitch, tar, and tallow, and took them to his master as the 
things he had been ordered to fetch. "This man was a fool I " exclaims 
the reader. Not so, certainly. He was a victim of Discontinuity in 
both its functions. He was weak in both, and the difference between 
him and others is, that they are bad and he was worse. He had in- 
dulged the habit of reverie or vacuity so much that he could not gite 
attention to anything, and therefore could not get a vivid first impres- 
sion, nor keep his attention on anything by any ordinary device. With 
him the sing-song soon became the main thing, and his slip into the 
tar started the new jingle of " Pitch, tar, tallow/' and his Memory was 
so wretchedly bad that it could not correct his blunder. 

Wise persons can outwit or circumvent their well-known habits of in- 
attention by precautions. To prevent neglecting things on the day of 
starting on a journey, they can pack up their goods a day or two before- 
hand. They can put articles they wish to take with them into their 
hats, &c. These are very good temporary expedients ; but the wiser 
course is to systematically train and develop both functions of the At- 

Before showing how these functions of the Attention may be strength- 
ened, let me correct a prevalent error about absent-mindedness. This 
is most frequently owing to a weak Attention, but it may be due to a 
strong one. The case of a weak Attention leading to absent-mindedness 
was illustrated in the cases of the above servants. The case of a Power- 
ful Attention in its Directing and Inhibitory functions leading to absent- 
mindedness was illustrated in the case of Hogarth, the illustrious 
painter, who after paying a visit to the Lord Major in his new carriage, 
returned home on foot through a drenching rain, although his carriage 
was still there waiting for him. He became so much interested in 


some topio of conversation with the Lord Mayor, and his Directory 
Power held it so continuously before him and his Inhibitory Power so 
completely shut out all intruding impressions, that he rushed on 
through the storm utterly oblivious of his carriage or of the state of 
the weather. 

J0^*The Attention is strengthened, not by trying to use the Attention 
in reading the printed page (where, as I pointed out above, there is a 
strong temptation for the attention to wander), but by reciting at least 
twice every day, for one or several months, exercises in Analysis, the 
constituents of which are connected by the relations of In., Ex. and Con. 
In reciting both forwards and backwards such a series of 100, or, better 
still, 500, words thus related, the Directing Power is constantly occu- 
pied in advancing through the series, and the Inhibitory power is like- 
wise kept in inoessant exercise, because the Attention cannot dwell on 
any word nor run off on a mental excursion ; but the moment one word 
is thought of or uttered, it is at once thrown out of the Consciousness to 
give place to the next of the series. The worst possible cases— even 
the Staleybridge servant's — are always cured by this system of training. 
I admit those who are weak in either or both functions of the Atten- 
tion hate to continue such a disciplinary course regularly from day to 
day, yet those who have the necessary ambition and persistence always 
achieve the grand results of acquiring in a short time a Perfect Atten- 


1.— When the reciter of a witty anecdote comes to the point of the joke, and he feels an 
inclination to laugh, but lie doe* not, which function of the attention does he mainly ex- 
ercise in order to maintain a grave countenance? 

3.— When Mucias, according to the Roman tradition, held his right hand in the flames 
on the altar till the flesh was burned from the bones, which function of the attention did 
he exercise ? If you think only one, say why. If you think he must have exerted both, 
explain why. 

3. — Mrs. Disraeli's devotion and strength of mind. One day when setting off to drive 
Vo the House of Commons, two of her fingers were crushed by the door of the carriage, 
but in spite of intense pain, she concealed it from her husband as he sat by her side, in 
order that he might not be disturbed in an important speech which he had to make. She 
kept up. so it is Raid, till the moment when he alighted, and then fell fainting on the 
cushions. What function did she call into requisition in concealing her pain ? Through 
the failure of which function did she faint away ? Or how do you explain her fainting 


4. — A witness named Sarah Money, having been called several times 
by the court crier, the Judge at length remarked, " As it is now tea- 
time, we must adjourn the court without ceremony" [Sarah Money]. 
Nearly everybody laughed at the judicial pun. One man only kept a 
grave countenance, but, after some moments, he laughed outright, as if 
he had just perceived the point of the joke. On reaching home, lie 
said to his wife, " Our Judge perpetrated a brilliant pun just before ad- 
journment. There was a witness named Mary Money, who had been 
called at the door a number of times, but who failed to respond. When 
the Judge adjourned the Court for tea, he remarked, ' As it is now tea- 
time, we must adjourn the court without Mary Money.' We all laughed 


at the wit of the Judge. 1 ' But his wife replied, "I don't see any fun 
in that remark." "Ah," said the husband, "you soon will, I didn't 
see it at first, but it oame to me at last, and it will occur to you, if you 
keep thinking of it." Did the husband receive a vivid First Impres- 
sion, or was his failure to reproduce the pun owing to a failure of the 
Reviving power of his memory ? 

5. — Dr. Carpenter [Mental Physiology, p. 522] cites from a graduate 
of the University of London, as follows : — " One day I was summoned 
to a town at some distance to see a friend lying dangerously ill at a phy- 
sician *s house. While in the railway train, I found I could not remem- 
ber either the name of the physician or his address. I vainly endeav- 
ored to recall them : I became much excited, but bethought me that if 
I consulted a Post Office Directory 1 should see and recognise the name. 
I consulted the Directory on reaching the hotel, but the name seemed 
not to be there. Soon after, while I was ordering some refreshment, 
the name flashed on my consciousness. I left the astounded waiter, 
r ashed to the Directory, and there saw the name ; and what is more, I 
am sure that I had noticed it on my first inspection, without recognising it 
as Vie name I sought. 1 ' Remarks. — (1) Emotional excitement always 
tends to defeat revivals. (2) When examining the Directory, his eye 
followed the words, whilst his mind was doubtless wandering away to 
London or elsewhere, and hence he did not recognise the name when he 
Baw it (3) Having despaired of recalling the name, and made up his 
mind to return to London by the next train, his excitement subsided, 
and in his talk with the waiter some word was uttered that, by mere In- 
clusion by Sound, or some previous powerful association of Concur- 
rence, helped to recall the wished-for name. 

Let the Pupil send any other examples with hie comments, that T may see if he clearly 
understands the difference between the two Functions of the Attention, and the two 
Stages of the Memory. 



A celebrated French writer gave a prescription for writing love let- 
ters, as follows: — "Begin without knowing what you are going to say, 
and end without knowing what you have said." Equally vague and in- 
definite is the state of mind of the Pupil who learns by heart by endless 
repetitions. He begins by the attempt to memorise a succession of 
sights and sounds, and he usually ends with nothing more. Whereas 
the true way to learn by heart is to ABSORB AND ASSIMILATE the 
thoughts, and, if this is thoroughly well done, the thoughts will carry 
the succession of sights and sounds along with them, that is, the exact 

The Analytic Method of dealing with sentences by taking them to 
pieces and reconstructing them, as given in last Lesson, is useful. But 
it is in every way inferior, even in the matter of securing the compre- 
hension of propositions, to the Method I am now to present. This lat- 
ter Method secures not only the understanding but also the retentive 
memorisation of sentences of any description. 


My method of exJiaustive Interrogative Analysis is easy to all, and it 
never fails in any case. The process is very simple. Propose a ques- 
tion on every SEPARATE thought expressed in the sentence, and then 
as a reply to each question, repeat the entire sentence from memory, or 
the main clause where it occurs, and especially EMPHASISE that word 
in it which constitutes the reply to the question, as exemplified below. 
In this way you study the thoughts indicated in the sentence in a 
twofold manner, first in framing the question and then in emphasising 
the answer; and you so thoroughly master these thoughts, that they 
necessitate carrying the dress or clothing of them. With a careful 
study of the examples I give, the youngest Pupil can soon rapidly use 
this Method, and at length only a few questions will have to be pro- 
posed in order to learn prose and poetry verbatim. But at first, when 
learning say the first hundred sentences, it is necessary to put and an- 
swer all possible questions on each sentence. Observe how the mind is 
by this Method agreeably occupied, the Attention cannot wander, and 
the Pupil's pains are rewarded by a retentive recollection of the passage. 

I desire that every Pupil should learn in this way, on the model below, 
the entire 71 sentences, pages 64 and 65 of this lesson. My object is three- 
fold. 1. As these 71 sentences are wholly unconnected and often of very 
irregular construction, if the Pupil learns them by heart in this way so 
that he can rapidly recite them without mistake, he will have so thor- 
oughly mastered my Method that hereafter he can learn any passage of 
prose or poetry in one careful interrogative perusal ! ! 2. Tlie learning 
of these 71 sentences will not only strengthen his power of Attention, 
but his Memory also, and make him quick to realise the meaning of all 
he reads hereafter. 3. By learning these sentences, he will be able to 
do by means of this knowledge an unequalled feat of memory, as he 
will see in a later lesson. Not a memory feat for show merely, but 
every time it is done before others the memory, continuity, and confi- 
dence are greatly increased. And if both his MEMORY and CONCEN- 
TRATION are now weak, he may have to repeat the interrogations and 
answers several times before he perfectly knows these 71 sentences by 
heart. And let him report to me the time it takes him to recite these 
71 sentences without a single mistake. Let him recite them once or 
twice per day with increasing rapidity for 2 or 3 weeks, (jy I will 
only add that it would occupy the strongest unassisted Natural Memory, 
weeks, if not months [owing to the total lack of connection between the 
sentences] , to learn these 71 Sentences with the same thoroughness with 
which my Pupils can learn them in a few hours. 

Who will buy any shawl ? — ' * Motlier Day will buy any shawl. " Which 
mother will buy any shawl ? — " Mother Day will buy any shawl." In 
what character is Mrs. Day here spoken of ? — " Mother Bay will buy any 
shawl." What is it Mother Day will do ? — " Mother Day will buy any 
shawl." Has Mother Day already bought any shawl ? — " Mother Day 
wiU buy any shawl." Will Mother Day buy a particular shawl?— 
" Mother Day will buy any shawl." What will Mother Day buy ?— 
" Mother Day will buy any shawl." What are i€ shawls" used for ?— 
Warmth. Passing from physical warmth, what name do we give to 
warmth of affection ? — "Love." Whose love is addressed in the sen- 
tence ? — " My love pick up my new muff." Who is asked to pick up my 
new muff ? — lt My love pick up my new muff." What do I ask my love 
to do? — "My love pick up my new muff." Whose muff is my love 


asked to pick tip ? — " My love pick up my new muff." What kind of 
muff is it ? — " My love pick up my new muff." What do I ask my love 
to pick up ? — "My love piok up my new muff.'* What are "mutt's" 
generally made of ? — Fur. What is one special kind of fur ? — "Rus- 
sian." What kind of jeer may move a woman ? — "A Human jeer may 
move a woman." What may move a woman ? — "A Russian jeer may 
move a woman.'' Is it certain that a Russian jeer will move a woman ? 
— "A Russian jeer may move a woman." How may a Russian jeer 
affect a woman ? — "A Russian jeer may move a woman." What is a 
Russian jeer likely to move ? — " A Russian jeer may move a woman. y 
What is a young " woman" often called ? — Lass. With what word does 
** lass" form an Inclusion by Sound ? — " Lasso." What is a " lasso ? '' 
— "A rope with a noose used for catching wild horses. ' What are 
very strong ropes called?— "Cables." Of what are there enough 
for Utopia? — " Gables enough for Utopia." Is there any lack of 
cables? — "Cables enough for Utopia." What relation do the cables 
sustain to Utopia ? — "Cables enough for Utopia." For what are the 
cables ? —"Cables enough for Utopia." What sort of an island was that 
of Utopia? — "Imaginary." Where do we have some vivid imagina- 
tions ? — " In bed." What do we think of if in bed late in the morn- 
ing ?— " Getting up." What is the first syllable of "getting ? »-_ «• Get." 
What is my request in regard to a pie ? — " Get a cheap ham pie by my 
eooley." What do I ask to be got? — "Get a cheap ham pie by my 
cooley." Do I wish to pay much for the pie ? — " Get a cheap ham pie 
by my cooley." Of what particular meat do I want this pie ? — "Get a 
cheap luvm pie by my cooley." Do I want this pie got through any per- 
son ? — "Get a cheap ham pie by my cooley." By whose cooley do I 
want the pie bought ? — " Get a cheap ham pie by my cooley.'' By whom 
do I want the pie got ? — "Get a cheap ham pie by my cooley." What is 
a cooley ? — "A dark skinned labourer in India." What is a dark skinned 
labourer in America ? — " A Negro." What was the American Negro in 
1860 ? — " A slave." Which " slave " knows a bigger ape ? — '• The slave 
knows a bigger ape." Who knows a bigger ape ? — " The slave knows a 
bigger ape." Is the slave acquainted with a bigger ape ? — "The slave 
knows a bigger ape.'' What kind of ape is it the slave knows ? — " The 
slave knows a bigger ape." What does the slave know ? — "The slave 
knows a bigger ape." For what are apes remarkable ? — Tricks. What is 
another name with tricks ? — Freaks. What is an inclusion by sound with 
freaks ? — Frequently. What is an exclusion of frequently ? — * ' Rarely. " 
What is it I rarely do ? — " I rarely hop on my sick foot." Who rarely 
hops on a sick foot ? — "J rarely hop on my sick foot." Do I often hop 
on my sick foot ? — " I rarely hop on my sick foot." Upon what do I 
rarely hop ? — "I rarely hop on my sick foot." What foot do I rarely 
hop on ? — "I rarely hop on my sick foot." Whose sick foot is rarely 
hopped on ? — "I rarely hop on my sick foot." When are sick feet a 
great inconvenience ? — At a ball. What" is the characteristic of the 
mood in which dancers generally appear ? — Cheerful. How are we to 
treat a " sage " ? — lt G/ieer a sage in a fashion safe." Whom are we to 
cheer ? — "Cheer a sage in a fashion safe." In what manner are we 
to cheer a sage ? — " Cheer a sage in a fashion safe." In what kind of 
fashion are we to cheer him ? — "Cheer a sage in a fashion safe." 

In a similar manner let the Pupil interrogatively analyse and me- 
morise the rest of the 71 sentences. 


As these 71 sentences are wholly unconnected, an analysis must be 
developed between the suggestive word at the end of one sentence and 
the suggestive word at the beginning of the following sentence. The 
theory is that the answers constitute the intermediate links between the 
first and second suggestive words. This method is virtually followed, 
but sometimes one or more of the analytic words appear in the ques- 
tions. I will give no more interrogations on the sentences themselves. 
The Pupil can easily work them out and memorise them. I only fur- 
nish a model for the remaining unconnected parts. The ambitious 
Student, if he has time, should write out complete and exhaustive in- 
terrogations in his own language, not only for all the sentences them- 
selves, but also for the connections between them, and send them to me 
for criticism. 

What is a concurrence with " safe" ? — Sound [safe and sound]. What 
is a disagreeable night sound ? — Crying. Who cries ?— * 4 A baby. " For 
what is a " wharf '• used ? — Unloading goods. How often is stock taken 
of goods?— 44 Annually. " What is a jay ?— " A bird." What do the wings 
of a bird enable it to do ? — 44 To fly." What can sometimes be used in- 
stead of a double -seated carriage called a "Fly" ? — "A cab." What 
is a vulgar name for a cabman ? — " Cabby." Amid what do 44 savages " 
live ? — Wild beasts. Are wild animals high or low in the scale of crea- 
tion ? — " Low." When is a speaker not considered " showy " ? — When 
he argues. What word contains in the same order the first four letters 
of argues? — "Argus." What kind of sound generally accompanies 
44 rushing " ? — A whizzing or buzzing. To what insect is buzzing almost 
peculiar ? — 44 A bee." What is an In. by S. with " enmity " ? — Enemy. 
What used to be an excavation made to keep o5 an enemy ? — A trench. 
What does a trench filled with water resemble ? — " A canal. 1 ' What is 
an Exclusion of "swift"? — Slow. What are slow people generally 
known to be ? — Late. When is it better to be late than ? — " Never." 
When a boy is " early " to school, has he any fear of censure ? — "No." 
Where are "ghosts" found? — In old halls. What supports a hall's 
ceiling? — " Beams.*' If "Lulu" was dizzy, what else was she likely 
to be? — Unsteady. What is a concurrence with steady? — "Sure" 
[sure and steady]. What is a new "Pier" likely to be? — Strong. 
What is the opposite of strong?—" Feeble." What is a "well-fed" 
man likely to eat ? — Meat. Who provides the raw meat ? — A " butcher." 
What do " soppy " feet lead to ? — Colds. Who prescribe for their cure? 
— Doctors. At what place are they educated? — 4< College." W T hat is 
seen in the mental " mirror"? — An idea. What is the young idea 
taught to do ? — ** Shoot." If a " sheriff n is not naturalised, what must 
he be ? — A native. In what other word do we find an In. by S. with 
the first syllable of native ? — " JVaomi." What do you say of the depth 
of a £i#-spoon ? — It is shallow. What is an In. by S. with shallow ? — 
44 Shall." What is "topaz"? — A precious stone. Which of the 
Apostles' names means a stone or rock? — 44 Peter." What rises up a 
few feet from the soil ? — A '* Hedge." What rises high up above the 
adjacent valleys? — 44 Ridges." Since a "fish" swims in water, 
what is the opposite of what it can do ? — " Soar." What is the verdict 
of a 4 * jury " sometimes called ? — A finding. What is the root of find- 
ing ?— " Find." What is an In. by S. with Chiswick ?— Wicked. 
When are they unsafe ? — " Now." Do we think of " Eden " as past or 
future ? — Past. What word applied to future events expresses the op- 


poBite of past ?— " Coming. " What is an old word for " kiss ? ''—Buss. 
By what animals are public "busses" drawn? — Horses. What word 
directs a horse to the oft side ? — " Jee." With what is that an In. by S. ? 
— " Jiji " (pronounced as if spelled Jeejee). What does "leaf off" sound 
like ? — Leave off. What does that mean ?— " Let alone." What is 
the opposite of let alone ? — "Take." How may savoury " lamb soup " 
be described ? — As delicious. What is a diminishing In. by meaning 
with delicious?— "Nice." What is "panel"? — Compartment with 
margins. If these margins are above adjacent parts, how do you speak 
of them ?— They are raised. What is the root of raised? — "Raise " 
What is an In. by S. with major ? — Magi. What were they supposed 
to be skilled in ?— " Magic." What is an In. by S. with " Opossum " ? 
— Posture. Who has an awkward posture ? — A clown. What is he ? — 
A joker. With what does jokes form an In. by S. ? — " Joses." What 
is usually taken as the opposite of a "hymn" ? — Song. Who usually 
sings a marine song? — "A sailor." How do we often express our 
"joys"? — By singing. What besides tune has a singer to heed? — 
Time. Who are vainest of authorship? — Youths, when they first 
see themselves in print. What is a conceited youth often found to be ? 
— " A pert lad.'' Can we usually " teach " animals ? — Yes. Which one 
is hard to be taught ? — A " bear." Is a " gun case " deep or shallow ? 
— " Shallow." What is " pulp " ?— The soft and fleshy part of bodies. 
In what animal is the flesh soft and tender? — A "lamb." What is 
"dew"? — Condensed moisture. What word implies having been 
" condensed" ? — " Compact." What is an In. by S. with compact ? — 
"Come." When do people troll out their "ditties"? — When they 
have had too much intoxicating drink. What is a common drinking 
vessel? — A "cup." If a rich person is asked to live in a "hovel'* 
what would he do ? — " Refuse." What is '* muck" ? — Moistened dirt. 
Who often has a dirty face ? — " A baby." How may we speak of a pale 
" cheek" ? — It is white as snow. What eventually becomes of snow ? — 
It * k melts." What is "lining"? — Inside covering. What is an out- 
side covering ?-— «• Roof." What is the first syllable of " Cobham " ?— 
Cob. If a lady sees her lover thrown from a cob, what will her heart do ? 
— "Heave." What is the size of a baby's robe ? — " Tiny." Where do we 
see a " mummy " ? — At a museum. What is the character of the things 
seen at museums ? — Curiosities. What old curiosities have some people 
a mania for? — "China." What is a share? — A part. When lovers 
part in anger, what is apt soon to be sent ? — "A missive." By what is 
a cricket " ball " covered ? — Pieces of leather. By what are they sewn 
together ? — "Stitches." With what word does "ruffs " make an In by 
S. ? — Ruffles. Where are old ruffles sometimes sold ? — At auction. 
What is a characteristic word of auctioneers ? — " Going." Can you name 
a weaving machine ?— "Loom." What does a sensitive man do when 
put in " chains" ? — " Quail." Is " pie-crust" light or heavy ?-»-Light. 
What is the oppositeof " light " ?— " Heavy." Whom do you " rock " 
in the cradle ? Babies. Can you give the name of a " baby " dog ? — 
" Puppy." What class of people require " care " to be taken of them ? 
— Wine-inebriates. Can you name the god of wine? — "Bacchus." 
What do we often associate the word "match" with? — Marriage. Is 
the bride bold or shy ? — " Shy." When does the moralist advise us to 
act uprightly ? — "To-day." What kind of arguments do some people 
require to make them do this ?— " Suasive." What does "fame" 


mean ? — Enviable notoriety. What French servants enjoy the greatest 
notoriety ? — Cooks. With what word does cook form an In. by S. ? — 
"Cuckoos." When is a person '• touchy •' ? — When he is overwhelmed, 
with a great loss. What is the greatest loss ? — Death of a parent. What 
do we say of a parent laid in the grave? — "Buried." How many 
fingers are there on each hand ? — ** Five.*' What name is given to the 
fourth finger ? — The ring finger. Of what is the ring a pledge ? — Of 
' * Love. " What was a Doge t— A Venetian chief magistrate. Whom does 
a magistrate often try ? — Pick-pockets. What is an In. by S. with pick- 
pockets ? — " Pick." Which of Jacob's wives was Rachel ? — His chosen 
one. If we wish to be chosen for some special object, what should we 
say ? — *' Pick us." What is a perfect In. by S. with pick us ? — i4 Picus." 
Does he " accuse us " ? — " No." What is another spelling for the sound 
of " him'' ? — Hymn. Who usually sing in church in the absence of a 
choir? The people. What is an old name for people? — "Folk." 
What does a person wish to do who regards his * 4 home " as a prison ? — 
''Escape." What does "May" remind you of? — May-queen. Who 
was queen of beauty ? — Venus. What city was sacred to Venus ? — 
" Paphos." 

B^- If the Pupil were to attempt to learn these 71 UNCONNECTED 
sentences by ordinary endless repetition, and if every repetition were 
written out and printed, a book of several hundred pages would be 
filled ; whereas, by my method of Assimilation, the 71 sentences are 
permanently learned in one hundreth part of the time required to learn 
them by rote. 

|£^~ The Pupil must never mention to anyone in what the Interroga- 
tive Analysis consists, nor how he has learned or can learn by means of 
it either prose or poetry. 

My Memory-teaching includes two distinct unique and original 

The first is the one I have been teaching many years. It makes no 
use of the Intellect or of the Imagination, but it appeals to the Memory 
to aid the Memory. Yet, indirectly and incidentally, the Intellect is 
invigorated, owing to the prodigious increase of concentration and the 
new activity of thought on the lines .of Natural Association. This 
method uses Analysis and Synthesis to develop and build up the funda- 
mental Associative Power, by awakening to its highest intensity the 
direct and immediate appreciation of In., Ex. and Con., and in this 
most effective way it operates as a true Memory-TRAINER, permanently 
strengthening both Stages of the Natural Memory and both Functions 
of the Continuity, so that when the Pupil has finished all the exercises 
in the manner prescribed, he will remember hereafter without any con- 
scious thought or application of my System, except in the very rare 
cases of dealing with exceptionally complicated or technical matters. 
And although I use Analysis and Synthesis in thousands of practical 
applications, vet this Device for memorising particular things operates 
as a Memory-TRAINER also. Memory-TRAINING first, last, and all 
the time is my object and main object in this first method. 

My second System, which I call Interrogative Analysis, reaches the 
same goal by a different route. It works from above downwards. It 
trains the mind to quick and instantaneous grasp of new ideas and groups 
of ideas. It counteracts the distracting effects of our hasty harum- 
scarum habits of reading, thinking and acting. It develops the prim- 


ordial Associative Power, and thereby tends to secure on all occasions 
vivid FIRST IMPRESSIONS. Let the pupil notice that by the first 
Method he learns the EXACT LANGUAGE and indirectly the ideas, 
and" that by the second Method he learns the PRECISE IDEAS and 
THOUGHTS and indirectly the language which clothes them. Let the 
Pupil master both Systems* 

' NOTICE. — Whenever tow unrelated ideas have become so ce- 
mented together in the Pupil's mind that the thought of one of them im- 
mediately recalls the other, I can prove that in every such case the union 
took: place originally in strict though unconscious conformity to the 
Method taught in this Lesson. In the natural way, however, such a 
connexion invariably costs the Pupil from 500 or more direct or indirect 
repetitions ! ! I By my Science, hundreds of such connexions that 
never fail can be voluntarily established in the same time that nature 
ordinarily takes to effect one of them t ! ! 





A. — Analysis is applied to words or ideas between which such a rela- 
tion exists, as a master of Recolleotive Analysis can discover. Synthesis 
applies where no relation exists. Before giving my method of uniting 
unconnected ideas or words (hereafter to be called " Extremes "), so that 
one will recall the other, I shall give the Mnemonical modes of dealing 
with such cases. The following are Pairs of unconnected Words or 
"Extremes": "Anchor, Bolster," ... "Arrow, Treadmill,"... "Bee, 
Attorney," ... "Lash, Vicarious," ... "Slain, Moon," ... "Tea, Lover," 
and "Pen, Nose." 

Those who do not care for the history of Memory Methods, may omit 
the reading of the matter from here to paragraph B. But I advise all 
Pupils to read and study all the paragraphs. 

There are ONLY three * Mnemonical methods of effecting a synthesis 
in such cases: — 

L — The " carpentry" method of physically uniting them in a mental 
picture ! or, in other words, trying to imagine that you see them in phys- 
ical contact. This method evokes only the infantile fancy, but no ele- 
ment of the constructive imagination ; and, like the two other methods 
and the use of Mnemonical Keys, it promotes Mmd-Wanderingtoamost 
disastrous extent. And the revival afterwards of this fancied juxtapo- 
sition makes an eye or sight phantom. This is the method first taught 
by Simonides, 550 B.C., prominently introduced into England by Greg- 
ory Von Feinaigle about 1810, and continued by Major Beniowski some 
years later ; it is now practised by all Professors of Mnemonics. I copy 
from their published iwrks the following Illustrations : — 

1. " You must imagine that you see a BOLSTER tied around an 


2. " You must imagine that you see a poor wretch at the TREAD- 

MILL pierced by an ARROW " ! ! 

3. "You must imagine that you see an ATTORNEY pleading 

whilst a BEE settles on his head " ! ! 

4. " You must imagine that you see the word VICARIOUS engraven 

on the whipstock that carries the LASH" ! ! 

5. ' ' You must imagine that you see an ox SLAIN by the light of 

the MOON " ! ! 

* Up to date there have been produced 400 Mnemonical Systems ! ! all bearing different 
names ! ! 200 before this century, and 200 since ; yet all without exception are related 
to one or other of the three described in the text ! ! 


6. (( You must imagine that you see a Lad y and her LOVER drink- 

ing TEA together "I ! 

7. " You must imagine that you see a man with a PEN thrust 

through his NOSE"! ! 

Remark*.— (I) I grant that were yon to she a "Bolster" tied around an "Anchor," 
it would make an impression on the sense of night ; but merely to imagine that you see it 
is a totally different thing ! Such a mental picture is the most fleeting and evanescent 
of impressions— not a hundredth part so vivid as dream-pictures, almost invariably for- 
gotten in a few hours. ($) A memory that can retain such nursery-conjunctions must be 
phenomenally strong for mere physical contacts, and correspondingly weak for the wot- 
ural union of ideas. Yet mnemonists are always applying to these physical contacts, as 
well as to tho two other methods, the inappropriate terms " links of thought," and •* as- 
sociation of ideas" ! ! (3) An intellect which can make and rely on such incongruous 
juxtapositions must be as distorted and out-of- joint as is tho conscience of the Hindoo 
mother who throws her child into the Ganges. (4) If anything was ever permanently 
retained by these carpentry-devices, it was only after never-ceasing reviews, many times 
more tasking than the poorest natural memory would find it to be to learn it without as- 

II. — The second Mnemonical method — conspicuously brought before 
the public by Aime Paris in 1819-20, and published in 1845 in England 
and America by his pupil Francis Fauvel Gouraud — a method copied by 
some Mnemonical teachers when they print their lessons! — adds to 
the inutility of mental pictures — more truly called *' mental daubs" — 
the rhetorical difficulty of constructing a sentence that shall contain the 
two unconnected words. It is an intention of the imagination ! ! the 
revival of it may be called an imagination-pluintom. This way of hand- 
ling the foregoing examples is as follows : — 

1. " The ANCHOR, being made to steady a ship in a storm, is 

necessarily constructed of iron, which is a much heavier 
material than the slight stuff; composing a BOLSTER." 

2. "An ARROW dipped in poison is not more fatal in its effects 

than is the social influence of one who has atoned for his 
crimes on a TREADMILL." 

3. '* The BEE by its sting causes no more pain than is often inflicted 

by the severity of a sarcastic ATTORNEY." 

4. " The LASH applied to the back of the whipping-boy who volun- 

tarily endured the flogging a Prince had merited, caused the 
former to suffer in a VICARIOUS capacity." 

5. "It is absurd to suppose that people are SLAIN in a satellite, 

probably uninhabited, like the MOON." 

6. " TEA, from its sedative qualities, is well calculated to soothe 

the excited nerves of a LOVER who has been rejected." 

7. ' ( When a PEN is made from a quill, it comes from an animal 

whose NOSE is at the end of its bill." 

Remarks.— (1) No one can make such sentences so as to contain a pair of unconnected 
ideas unless he possesses an almost marvellous constructive power op imagi- 
nation. (2) These rare gifts would be utterly unavailing, unless he possesses also an ab- 
solutely perfect verbal memory ; for these phrases are of no use unless they are 
perfectly memorised. Such a perfect verbal memory could retain these Extremes by 
mere ^ concurrence,^ or thinking of them together two or three times : and the mnemoni- 
cal phrases thus become a useless and fatiguing burden to him — a Van which he must 
shoulder in order to carry his purse. But a poor memory can make no use of these phrases ; 
for nothing BL8K is so difficult to it as prose; and thus the meant offered under 
pretence of aiding it are impracticable or impossible to be used. 


III. The third and only remaining mnemonical method, really only 
a variety of the Aims Paris Method, was invented by a Dane, named 
Carl Otto Reventlow, previous to 1850, and was tanght orally since 1863 
for a few years in England by one of his pupils. Reventlow boasted 
that he substituted " Reasoning for Memory." Users of this method 
tried to invent some common ground of comparison or contrast between 
unconnected " Extremes, " a practical contradiction in terms.* Aime 
Paris resorted to any sentence that his constructive imagination could 
invent to contain the two " Extremes ;" but Reventlow, being more re- 
stricted in his range, often produced mental freaks, more irrational and 
far-fetched than even the mental daubs ! ! As this method invariably 
led to a perversion of the intellect, its products might be called Subtil- 
ity -phantoms. Applied to the foregoing examples, they would appear 
as follows : — 

1. The ANCHOR, being made of iron, is of metallic origin ; the BOLSTER, being made 
of feathers, is of animal origin. 

2. An ARROW describes an arc in its course ; a TREADMILL makes a circle every 
time it turns round. 

3. A BEE makes a flight through the air ; an ATTORNEY sometimes indulges in 
flights of rhetoric. 

4. VICARIOUS suffering is endured by one for another ; a LASH is applied by one 
upon another. 

5. Men are sometimes SLAIN by night ; the MOON shines by night. 

6. A LOVER uses the lips in kissing ; TEA is sipped by the lips. 

7. The fingers act as a holder of the NOSE in presence of a bad odour ; a steel PEN 
is used by means of a holder. 

Remarks.— (1) What was said of the Aime Paris Method applies also to this method, 
with the additional remurk that it is much more difficult in application and equally useless. 
(2) It may be said that Recollhctive Analysis can neither apply to a he *» Mental 
Daubs" nor to the "Mnemonical Phrases," nor to the "Substituted Reason- 
ings ; " for.Analysis applies only where there is a direct and immediate relation of In., Ex. 
or Con. between the two words, with no intermediate or interjected idea interposing be- 
tween them ; but Synthesis applies where there is no single direct or immediate relation 
between the two words or " extremes." but in the very nature of the ideas themselves they 
are wholly unconnected ; for if, in any case of pretended Synthesis, there was a relation 
of Inclusion, Exclusion, or Concurrence, it would prove it to be a case of Analysis and not 
of Synthesis. 

B. — We had experience in learning the Presidential Series that the 
application of the laws of In., Ex. and Con. enabled us to commit to 
memory that series in one-fiftieth of the time it would have taken 
had we not known those Laws. Most people could never have com- 
mitted to memory such a long series by mere rote or repetition, and*not 
one in a thousand could have learned to say that series backwards by 
rote alone ! ! Yet all my Pupils easily learn that series both ways, be- 
cause Analysis affords the highest possible AID to the Natural Memory. 
In fact, the deepest and roost abiding impression that can be made upon 
the Natural Memory is by impressing it with the relations of In., Ex. or 
Con.; because these are the Memory-Senses (if the phrase be allowed), 
these are the eyes, ears, touch, taste and smell of the Memory ; and we 
have only to impress the Memory according to the laws of its own nat- 
ure and the MEMORY will RETAIN the impression. And this is 

♦As a disciple of Hegel, he claimed he could unify the most unconnected and unrelated 
ideas ! ! ! But this unification he tried to effect by adding on foreign ideas to both " Ex- 
tremes," as the Mental Daubers and Phrase Makers hnd done before him. and thereby, 
like them, imposing new burdens on the Memory ; besides, this method made a draft on 
the " Ingenuity/ 1 to which not one in ten thousand could respond. 

exactly what my Art does ; for I translate every oase of Synthesis into 
an Analytic series by supplying Memory '-intermediates that grow out of 
the " Extremes," each one of which is an instance of In., £x. or Con. 
— Thus, every example of Synthesis becomes a developed or extended 
Analysis! ! ! To make this translation from Synthesis into Analysis re- 
quires no intellectual ingenuity— no constructive power of imagination 
— but only to recaU to consciousness what we already know about the 
"Extremes" through In., Ex. and Con. I call these Intermediates the 
Correlation, because they sustain the direct, immediate and specific rela- 
tion of In., Ex. and Con. to the "'Extremes," having nothing in com- 
mon either in principle or nature with the above Mnemqnical *' Links " 
or "Associations," "Phrases" or "Substituted reasonings." 

JSST" In. will be represented by 1, Ex. by 2. and Con. by 3. 

C. — I herewith present my Method of dealing with the above pairs of 
extremes : — 

1. ANCHOR (1) Sheet Anchor (1) Sheet (1) Bed (1) BOLSTER 

Or, (8) Capstan (1) Night-cap (3) Pillow (3) 

Or, (8) Roadstead (1) Bedstead 

Or % (8) Sea Bed (1) 

2. ARROW (3) Tell (8) Apple (8) Cider Mill (1) TREADMILL 
Or, (8) Flight (8) Arrest (3) Convict (3; 

Or, (1) Air (1) Wind (1) Windmill (1) 

3. BEE (1) Beeswax (1) Sealing-wax (3) Title deeds (3) ATTORNEY 
Or, (1) Queen bee (1) Queen's Counsel (3) 

4. LASH (1) Eye-lash (1) Glass Eye (1) Substitute (1) VICARIOUS 
Or, (8) Driver (3) Car (1) Vicar (1) 

6. PEN (3) Ink (1) Ink-bottle (1) Smelling-bottle (8) NOSE 

Or, (3; Quill (1) Feather (1) Eagle (1) Aquiline (3) 

Or, (1) Pensive (2) Gay (1) Nosegay (1) . 

Or, (3) Wiper (3) 

(i. SLAIN (3) Battle (3) Joshua (3) MOON 

Or % (1) Struck-down (1) Moon -struck (1) 

Or, (3) Fallen (2) Risen (8) 

7. TEA (1) Teaspoon (1) Spooney (1) LOVER 

Or, (3) Sugar (1) Sweet (1) Sweetheart (1) 

Or, (1) Tease (1) Sir Peter Teazle (1) Old Lover (1) 

Or, (1) Oolong (1) Woolong (3) 

1. Neither Children nor Adults, who have thoroughly learned Rec- 
ollective Analysis and practised its exercises, ever find the slightest dif- 
ficulty in making Correlations, unless they are so afflicted with Mind- 
Wandering that they have never digested the impressions or knowledge 
they have received, or unless their intellectual operations have been 
twisted or wrenched out of the natural order by the perversities of early 
education ; but even in all these cases the diligent student will be able — 
usually before the Five Lessons are finished — at once to correlate any 
word whatever to any or all the words in any dictionary. A learned 
Professor declared that no person unacquainted with astronomy could 
correlate "Moon" to " Omnibus." He did it thus: MOON— (3) Gib- 
bous [one of the phases of the Moon]— (1) « 4 Bus"— (1) OMNIBUS. I 
asked a pupil then present— a girl 9 years old — to connect them. She 
instantly replied, "MOON— (1) Honeymoon— (8) Kissing— (1) Buss— 
(1) OMNIBUS." A moment after, she gave another: " MOON— (1) 
Full Moon— (1) * Full inside '—(8) OMNIBUS." Once more : "MOON 
—(1) Moonlight-(l) Lightning— (8) « Conductor »■— (8) OMNIBUS." 
Another Pupil imagined it would be impossible to Correlate the follow- 
ing letters of the alphabet to worsts beginning with the same letters, as 


"A" to "Anchor," "B" to "Bull," ,| C" to "Cab" and "D" to 
"Doge" — as well as "Cooley" to "The.'* There are, however, no 
words, whether abstract or concrete^ no real or imaginary things that can 
be named, which my Pupils cannot soon learn to Correlate together 
with the greatest readiness, as : — 

••A" (1) First Letter (1) Pin* Mate (3) Ship (3) "ANCHOR' 1 

(1) Aviary (8) Bird (1) Flyer (3) Flow (1) Fluke (1) 

4 * (1) April (1) Rill (1) Water (1) Water-wheel (3) Revolution (8) Capstan (3) 

44 B" (1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1) "BULI," 

(1) Below (1) Bellow (3) 

•C (1) Sea (3) Ocean Steamer (1) Cabin (1)"CAB V 

*D" (1) "D.P." (1) Clerical Title (1) Venetian Title (l) t4 DOGI 

4 COOLEY" (1) Coolly articulated (1) Definite Article (1) "THE' 1 

All possible cases to be memorised can be reduced to (1) ISOLATED 
FACTS, where each fact is correlated to some fact in its surroundings 
through which you must think as the Best Known, in order to recall it 
— many instances of dealings with Isolated Facts will be given in this 
lesson ; — or, (2) Serial Facts, where each fact must be remembered 
in the exact order in which it was presented to our minds — as is illus- 
trated by many examples in this and subsequent Lessons. 

Let the Pupil NEVER FORGET that my System serves two distinct 
purposes : (1) That it is a Device for memorising any Isolated Fact or 
Serial Facts by means of memorised Correlations. (2) And that by 
memorising and repeating for a considerable period Analytic Series, and 
especially by making and memorising one's own Correlations, it is an 
unequalled system of Memory-TRAINING. Let the ambitious Pupil 
learn every example I give him in the lessons in order to soon so strengthen 
his natural memory tliat he will no longer ham to use the device for mem- 
orising^ his natural memory permanently retaining all lie desires to re- 
member. But this grand result comes only to thoso who carry out ALL 
my directions with genuine alacrity — not shirking one of them — but 
rather doing all I require, and as many more new examples as he can 
think of to which he can apply my Method, and sending me for criti- 
cism all his work. 

By memorising the Correlations the Pupils will find that hereafter the 
two extremes are united in memory without his ever having to recall 
the Correlations ! ! and to memorise a Correlation, he must at first, if 
his Natural Memory be weak, repeat from memory the intermediates 
forwards and backwards, thus: — ANCHOR. . .sheet anchor. . .sheet. .. 
bed ... BOLSTER— BOLSTER ... bed ... sheet . . . sheet anchor . . . 
ANCHOR, at least three times each way. These six repetitions from 
memory, three forward and three back, are only required at first. In 
a short time the Pupil will infallibly remember every Correlation he 
makes, merely from having made it, and, at last, his Memory will be- 
come so strong, that he will no longer have to make any Correlations at 
all. And when he has repeated the Correlation, let him repeat the two 
extremes, thus — " Anchor "...'* Bolster " — " Bolster " . . . 4< Anchor "■ 

Bolster "...'* Anchor" — " Anchor "...** Bolster." Nothing else is so 
easy to memorise as a Correlation, for a Correlation is not a '* mental 
picture" or " story " — it is neither a proposition, sentence, or phrase. 
It has no rhetorical, grammatical or imaginative character, nor is it a 
substituted reasoning. It is simply an elemental prinlordial Physiolog- 
ical Sequence of Ideas in which one includes another, excludes another, 


or in which one idea has been so united with another in past experience 
that the two are henceforth inseparably connected in memory— and a 
little practice in making and memorising these Correlations soon makes 
it impossible to forget them. 

In ordinary experience, no two * unconnected facts are ever perma- 
nently united in memory except at a cost of 500 or more direct or indi- 
rect experiences which were required to make an unconscious Correla- 
tion ; yet any pair of unconnected ideas can readily be cemented together 
for ever by a conscious or spontaneous Correlation repeated backwards 
and forwards only a few times I ! A Pupil once criticised these remarks 
by saying that he had never repeated the ideas of 4< Diogenes" and 
•* Tub " more than 10 or 20 times, and yet he should remember them 
together as long as he lived. But he really had had the benefit of in- 
directly dealing with those ideas thousands of times t ! For what was 
his mental experience in regard to the place where human beings live ? 
Why, it was that they live in houses — or human habitations. These 
ideas had been so many thousands of times repeated in his conscious- 
ness, that henceforth the mention of one would recall the other almost 
as by reflex action. After this inseparable bond had been established 
between these ideas, he reads that Diogenes lived in a Tub ! I What a 
shock this gave to the powerfully associated ideas that human beings 
lived in human habitations or houses ! ! The relation between Diogenes 
and Tub had become unconsciously correlated through a most vivid 
intermediate of Exclusion— probably thus: DIOGENES. . .(2) non- 
human habitation. . .(1) TUB. The reader will instantly see that there 
would have been scarcely any impression made on my Pupil's mind, if 
his uniform experience had been that human beings had always lived 
in Tubs I ! I ! Then, and in that case, he would have remembered that 
the particular man Diogenes lived in a Tub, only after very many repe- 
titions, and not before his mind had unconsciously made a Correlation 
between those words or ideas — very likely, thus : DIOGENES. . .Dye. . . 
Dye-Tub . . . TUB. It is an undoubted fact that no pair of unconnected 
ideas has ever become connected in anyone's memory until that person 
had made and cemented an unconscious Correlation between them. And 
the difference between a quick and a slow natural memory consists in the 
fact that the former makes an unconscious Correlation more rapidly 
than the latter. And the great power of my System of Memory-TRAIN- 
ING is seen in the fact that whilst Pupils having quick Natural Mem- 
ories can add enormous vigor to their Natural Memories by analysing 
and memorising their own spontaneous Correlations, yet those with the 
slowest Natural Memories can by the same process of making and mem- 
orising their own Correlations soon so strengthen their hitherto sluggish 
Natural Memories as to excel in quickness of acquisition and permanence 
of retention the best unassisted Natural Memories t ! t And the reflect- 
ing Pupil will not fail to observe that my Method of cementing together 
unconnected facts is only a Scientific Development of Nature's own 

* The most vivid CONCURRENCE exists where two or more objects strike or affect the 
senses at one and the Fame moment, and sometimes a single experience is sufficient to ef- 
fect a permanent relation between them, When yon merely think of two unconnected 
objects without having had any sensuous experience in regard to them, a Correlation 
must unconsciously or consciously unite them before they will be hereafter connected, 
though one or more intermediates of the Correlation may have been derived from a sen- 
suous concurrence. 


Method, just as the Microscope and the Telescope are merelj Scientific 
Developments of the Eyesight. 

Rules for making Correlations. 

(1) Let the number of Intermediates be usually not lead than two, nor more than four. 
It is a waste of labour to try to connect unconnected excremett by only one intermediate. 
It is only accident that enables mo to connect pen and nose by the single intermediate 
" wiper/ 1 Accident may even unable me to find a date-word that is vividly connected with 
the man or event, as, Death of Charles I., Too Sfi&rp, [1649] ; again. Harvard College 
founded, TeacA much -[1636]. Necessarily, the "extremes" are in different spheres or 
planes of thought, and occasionally three or four intermediates are necessary to cement 
them together, but two usually suffice. 

(2) A Correlation is a nuccessive advance, and an intermediate must never refer back to 
any except its immediate antecedent, never to its second or third antecedent. A Pupil 
sends this : — Wavy hair. . . Harry . . . stepson . . . real son . . . more a son . . .MORRISON. 
Here, " more a son " refers to the comparison between " real son " and •' stepson," but 
the latter is the second antecedent, and the correlation is therefore a defective one. 

(8) A word may be used twice, but never three times ; as, Pen. . .penrive. . .gay. . .nose- 
gay. . .NOSE. Here " gay" is proiierly used twice, and after that, it is dropped and yon 
can go on with the rest of the word, to wit, none. 

(4) A compound phrase including a verb must never be used, since the intermediates 
must be the simplest elements, either sensations or perceptions [relations among sensa- 
tions], or abstractions [relations among relations], or one of these with either of the others, 
and always exemplify either In., Ex. or Con. 

(5) My Correlations are good for me, but they may not be so vivid to others, especially 
the concurrences. To fix the date of Magna Charta (1215), the Pupil could memorise this 
Correlation— Magna Chabta. .King Jobn. . .Jew's teeth . . DbNTaL. But if the Pupil 
did not already know that King John granted that charter, and if he did not also know 
the story abouc the extraction of the Jew's teeth, to make him pay the royal exaction, 
there would be no concurrences in regard to the first two intermediates, and he would 
have to learn the Correlation by mere repetition without aid from Analy*is. In such a 
case, he would make and memorise his own Correlation, perhaps thus: Magna Charta 
...magnify... diminish .DwiNDLb.. .(1216). Again; Sib Chbistophbb Wren... St. 
Paul's., cathedral bells... To CHiMk oN (born 1632).. sweet bells... tolling., .burial.. 
TaKbN hoMb (died 1723). If the fact that Sir Christopher Wren was the architect of 
Rt. Paul's were unknown to the Pupil, there would be no concurrence in his mind between 
Sir Christopher Wren and St. Paul's, and he would then probably proceed thus : Sib 
Chbistophbb Wben. .bird. . .mocking bird. .mock. . .ridicule .To SHaMb oNe (1682). . . 
shamefaced... assumed an "alias".. .TooK a NaMb (1723). " Carcasses... The mad 
jaw " is a vivid concurrence to me, as I have seen a pack of starving wolves act like fiends 
in devouring and tearing to pieces the carcasses of dead animals. To a perron unac- 
quainted with such scenes, or who had never read about them, or to whom the impres- 
siveness of such scenes might not occur, there would be no concurrence— in other words, 
'* Carcasses. . .The mad jaw " would be a case for Synthesis, and the Pupil must make a 
Correlation between them and memorise it, or else he must learn it by ordinary repeti- 
tion ! ! But if he makes his own Correlations, every concurrence he uses would be a real 
concurrence to him, and so with his Ins. and Exs. This is a decisive, unanswerable rea- 
son why the Pupil should merely look upon my Correlations as models, but make and 
memorise his own Correlations in all cases, as being more vivid to. him, and therefore 
more certainly remembered, as well as more effectively training and strengthening the 
Memory in both its stages. 

(6) Let him observe that vivid Ins. by meaning are usually better than Ins. by S., un- 
less the latter are perfect. •• Troop— loop," is a fairly good In. by S., but not perfect. 
Instead of saying, " Hidden enemy., .hostile troop. . .LOOP/' it would be better to say, 
•* Hidden enemy. . .ambush . . .snare. . noose. . .LOOP." EAR. . .EEL makes a weak In. 
by S., although the sound of long 6 begins each word, but it would make a much more 
vivid first impression to deal with them in this way ; EAR. . .earring. . .wring. . .twist. . . 
wriggle. . .EEL. But " Bivouac. . .aqueduct " is a perfect In. by S. as to the last syllable 
of the former and the first syllable of the latter, since those syllables, although spelled dif- 
ferently, are pronounced exactly alike. Hence, to connect Bivouac to Rain, we might 
well «ayj** Bivouac. . aqueduct. . .flowing water. . .falling water. . .RAIN." 

(7) %&~ Let him never — under any circumstances — make a second Correlation until 
he has memorised the first. 

(8) Above all, let the Pupil bear in mind that although making and memorising Cor- 
relations serves the useful purpose of fixing specific facts permanently in the memory, yet 

that the main object in making and memorising Correlations is to develop the latent 
power of the Natural Memory to such a degree that all facts are hereafter remembered 
without rising Correlations. 


Correlate the Isolated Fact to some fact in its environment or entour- 
age that is BEST KNOWN and which yon are sure to THINK OP when 
von wish to recall the Isolated Fact. 

1. To remember PROPER NAMES, correlate the Person's Name to 
the name of some peculiarity of the Person as the BEST KNOWN, and 
which you are sure to THINK of whenever you think of the Person. 
If you memorise the Correlation, you will instantly recall the Name 
whenever you think of this Peculiarity. 

To remember a proper name, Mnemonics simply resorts to In. by S. 
But this gives no starting point, no " Best Known," which you musl 
certainly think of, and which will enable you to recall the name, pra 
vided you cement by a memorised Correlation the •' Best Known " to 
the name itself; in fact, a similarity of sound alone and by itself is al 
most certain to mislead you into reviving itself instead of the name ! t 
A celebrated Member of Parliament who, in the days of his youthful 
simplicity and before he had tested Mnemonics, gave a high opinion of 
its value, was to deliver an address at the Birkbeck Institution, about 
8 years ago. Resolving to pay a tribute of appreciation to its founder, 
Mr. Birkbeck, and always having found great difficulty in remembering 
proper names, he thought he would fix the name of Birkbeck in his 
memory by the mnemonicai device of finding a word that resembled it 
in sound ; and so he said to himself, "it reminds me of ' Pinchbeck.' " 
He commenced as follows : " Before coming to the subject on which I 
am to speak this evening, I desire first of all to pay a deserved tribute 
of praise to the founder of this great Institution, the celebrated Mr. 
PINCHBECK ! ! ! " A universal shout of laughter revealed to this dis- 
ciple of Mnemonics that this boasted Art can get us into trouble, but 
that it cannot help us out : for he could not recall the real name, Birk- 
beck, until it was told to him. If he had mastered my System, his new 
memory-power would have enabled him to remember the true name 
without any device ; or, if he had not received the benefits of my Sys- 
tem as a Memory-Trainer, he could have infallibly remembered the 
name Birkbeck— which he was afraid he would forget, and which he did 
forget — by correlating it to the word "Founder," which he would cer- 
tainly remember, and which he did remember, thus : — FOUNDER. . . 
found ... lost .. . calling . . . beckon . . . BIRKBECK ; or, FOUNDER . . . 
foundation. . .underground. . .grave. . .body-snatchers. , .Hare & Burke 

If he had memorised either of these Correlations by repeating them 
forwards and backwards two or three times, and then recalled the two 
extremes " Founder,"' " Birkbeck," several times, the moment he 
thought of Founder, he would instantly have recalled Birkbeck ; for, 
when the Correlations are memorised, the two extremes are cemented 
together, without recalling the intermediates at all. But if he had 
thoroughly learned all my exercises, he would have received the bene- 
fit of my System as a Memory-TRAINER, and then the mere making of 
a Correlation is the infallible remembering the two extremes together, 
without ever thinking of the intermediates. 


[Dr. Johnson, when introduced to a stranger, repeated his name sev- 
eral times aloud, and sometimes spelled it. This produced a vivid First 
Impression of the man's name, but it did not connect the name to the 
man who bore it ! 1 People who have adopted the Johnsonian Method 
say that they remember the name but often apply it to the wrong per- 
son ! ! because they did not establish any relation between the name and 
the man himself to whom it belonged ! !] 

Peculiarity. Correlation. Proper Name. 

Gross-eyed ...cross-bow... Mr. Bowman. 

Unequal eyes ...unlike size... Mr. Sizer. 

Straight brows . .. browsing. . . sheep. . . Mr. Shepherd. 

Snub nose ...Bhort... shrub... shrubbery... Mr. Berry man. 

Regular features.. . straight. . . upright. „ . walls. . . Mr. Waller. 

Wavy hair ...dancing wave... Morris dance... Mr. Morrison. 

Black eyes ...white... snow... pure as snow... Mr. Virtue. 

Bed cheek ...cheeky... chastise... bruise... Mr. Brewis. 
Bare face . • . dancing bear. . . tumbling. . . crooked fall. . . Mr. Crookall. 
Small- pox . . . plague. . . cattle plague. . . sheep. .. lamb. . . Mr. Lambert 

Retreating chin. . .retiring., .homebird... Mr. Holmes. 

High instep . .. boots.. . mud. . . peat. . . Mr. Pete. 
White hands ...gloves... covered... shut-up... warder... Mr. Ward. 

Crooked legs ...broken legs... crushed... Mr. Orushton. 

One arm . . . coat of arms. . . doorway. . .hall. . . Mr. HalL 

Apprehension ...suspension... gallows... Mr. Galloway. 

Mathematics ...mat... door-mat... Mr. Dorman. 

Energetic labourer... spade... dug... Mr. Douglas. 

Conceited . . . lofty.. . upper room. . . chamber. . . Mr. Chambers. 

Sombre ...sad... mourning... hat-band... Mr. Hatton. 

Modes • . . violet. . . flower. . . shrub. . . laurel. . . Laura. 

Music ...stave... bar... Mr. Barcroft. 

Violinist ...violin... flute... whistle... • Mr. Birtwistle. 

Organist ...pedal... foot... horse-shoe... blacksmith.. Mr. Smith. 

Cricketer ...field. ..park.. .stag.., hart... Mr. Hartley. 

Painter . . . paint. . . coloured cards. . . whist. . Mr. Hoy le. 

Publican barrel... Mr. Barrett. 

Clothier . . .cloth. . . cloth coat. . . overcoat . . Mr. O verstall. 

Plumber ...plum... currant... cake... victuals... Mr. Whittles. 

Joiner ...wood... ash... Mr. Ash worth. 

Baker . . . flour. . . white flour. .. Mr. Whiteley. 

Engineer ...engine driver... smutty... black coat.. Mr. Coates. 

Gardener ...guard... secure... hold... Mr. Holden. 

Printer ...type... picking up... pick... dig... Mr. Delve. 

Make your own Correlations in each of these examples and send them 
to me for criticism, and give other illustrations "of your own in regard to 
your acquaintances, completely worked out as above. 

A CONTRAST. — When unconnected ideas are to be united in the memory so that 
hereafter one will recall the other, the teachers of all other Memory Systems invariably 
Bay, " What can I invent to tie them together— what rtory can I contrive — what foreign 
matter can I introduce— what mental danb can I imagine, no matter how unnatural or 
false the Juxtaposition may be— or what argument or comparison can I originate— no 
matter how far-fetched and fanciful it may be, to help hold these ' Extremes ' together ? " 
They do not reflect that all these mnemonical outside and imported schemes must alto be 


remembered, and that being in the form of sentences expressing loose relations of mere 
physical juxtapositions or the complex relations invented by the constructive imagination 
or the subtlest intellect, they are more difficult to be recollected than the Extremes would 
be alone and without these ponderous aids ! ! Hence, in their professed attempt to aid 
the memory, they really impose a new and additional burden upon the memory. On the 
other hand, I simply ask the ttiemory what it already knows about the " Extremes." The 
first intermediate of a correlation is directly connected through In., Ex., or Con., with the 
first •' Extreme," and the last intermediate with the last '* Extreme," and the intervening 
intermediates with the other two, and thus the intermediate* being already in the mem- 
ory y and not the result of invention or ingenuity, my Method of Correlation is purely 
and solely a Mkmoby process. Thus 1 alone use the Memobt to hblp the Memokt ! I 
I use the reviving power of the memory to make a vivid Fibst Impression between two 
hicherto unconnected " Extremes." I add nothing to the " Extremes." I import nothing 
from abroad in regard to them. I invent nothing. I simply arouse, reawaken to con- 
sciousness what is already stored away in the memory in regard to those " Extremes, * 
and, by reciting the Correlation a few times forwards and backwards, I cement the " Ex- 
tremes'" themselves ho vividly together, that henceforth one " Extreme " revives the other 
"Extreme" without the recall of the intermediates! 1 1 Nor is this all— In learning 
prose or poetry by heart by means of endless repetitions, the mind soon wanders, and 
thus discontinuity is promoted ; but, in reciting a Correlation forwards and backwards 
from memory, the mind cannot wander, and thus the continuity is strengthened in the 
highest degree. Again, Memory is improved by exercise, and improved in the highest 
degree by making and memorising correlations, because in making them the reviving 
power of the memory is exercised in conformity to Memory's own Laws ; and in memor- 
ising the Correlations, both stages of memory are most vividly impressed. Thus, making 
and memorising Correlations TRAINS both Memory and Continuity. 

(2.) To remember Unfamiliar English Words or FOREIGN WORDS, 
correlate the Definition as the BEST KNOWN to the Unfamiliar or 
Foreign Word, and memorise the Correlation. In the case of Foreign 
Words the last Intermediate is necessarily a case of Inclusion by sound. 
The French word Anachorete would have for its equivalent by sound 
either " Anna goes late v or "Ann a core ate" or '• Anna's cold Jiate," 
and perhaps to some of my readers it would sound like something else. 
Gravache might sound like *" Have hash" or •' Crack oflaslu" Pupils 
often disagree as to what is good Inclusion by sound, but the rule for 
each is to use what suits himself, and not to trouble about other peo- 
ple's ears. In. by sound or by sense or by spelling, is sufficient if it refers 
to one syllable only. » 









Q paver 6s 






Merchant. . . market . . empori urn . . . 

Pearl. . . necklace. . .sweetheart.. .Sweet Margery. .. 

Move... move on.. .next stage... next-of-kin... 

True. . . naked truth. . . pith of the matter. . . pithy. . 

Course. . . coarse hair. . . camel-hair. . . dromedary. . . 

Servant. . . light fare . . . dole out. . - 

Tanner. . . leather. . . leather purse. . . disburse 

Cup... tea-cup ..tea-pot... 

Fetters. . . criminal. . .desperate. . . 

Fragile. . . thin. . . rapier. . . * ' thr ust us " 

Fruit... fruit-knife... fish-knife... carp .. 

Ro und. . . round cable. . . strong. . . 

Bear. . . suffer. . . servitude. . . Israelites. . . Pharaoh 

Bride. . . fair. , . fairy. . .forest nymph. . . 

Bread. . . baker. . . baker's art. . . 

Marry. .. lottery of life. . .risky game. .. 

Join. . . engaged. . . apt to disagree. . . 

— engaged... suited... apt... 

Culprit. . . cull. . . select a few. .. few gone. . . 


Milk... milky way... galaxy... 
Drink. . . water. . . small leak.. . pinhole. .. 
Suffer hunger... dying of hunger... pining away... 
Time. . . watch . . . chronometer. . . 

— Father Time . . . old age. . . old orony . . . 
Cover.. . covert. . . cave. ..grotto. . .Calypso.. . 
Deli ver. . . capture. . . lasso. . . 

Spread.. . feast. . . Christmas. . .deck a church.. . dye a spire. . 
Uncover... bare... bare foot ..a Kaliph's toe... 
Assign. . . sign. . . mark. . . man of mark. . . hero. . . intrepid. . . 
Shut .. shut out... severe weather... bad climate... 
I judge... condemn... refute... refuse... cry ".no" 
Found... establish... fix. ..fasten thus.. .tie so .. 
Entrust.. . trustee . . . trustee - meeting. . . dine. . . ste w. . . 
Soldier. . . art of war . . . strategy. . . 

Heart . .. heart-sick. . . fainting . . . cordial. .. 

Wickedness ...dishonesty... black mail... 

Book ...printed thoughts... freedom of thought... liberty... 

Breast . . . front. . . front view. . . aspect. . 

Spear . . . thrust. . . quick motion. . . hasty. .. 

Suitor ...princely suitor... married by proxy... 

Ask ...borrow. ..swindle. ..rogue. . . 

Marrow . . . old English arrow. . . victory. . . medal. . . 

Captain ...head of hundred... century... 

Surveyor . . . measure. . . dimension. . . 

Furniture . . .bent-wood chairs. . . bent legs. . .supple legs. .. 


Liar .. .false pretence. . . mendicant. .. 

Coachman ...carriage... "fine rig out "... 

Cow ... co w pox. . . vaccination. . . Vaccine. . . 

Sing . . . boatman's song. . . canoe. . . 

Kill ...kill by hanging... broken neck... 

Redden . . . blush. . . kissing. . . ruby lips. . . 

Dry ...dry mouth... feverish... sick... 

Man ...married man... home... 

War ...victory... rejoicings... bells rung 

Rob . . . robber. . . hue-and-cry. . .policeman's rap. . . 

Tanner russet leather. . . russet apple. . . apple cor e. . . 

Dove married love. ..state of union... United States... 

Columbia. . .columba 

Bench ...table... shop counter... selling... subsellium 

Oar ...galley-slave... Roman galley... Rome... Romu- 
lus and Remus... remus 

Garret house... grain store... gran aria 

Horse ...race... dead-heat... equal... equus 

Cock .'. .spurring. . .goading. . . galling. . . gallus 

Lazy ...tramp... knave... ignavus 

Make heavy. food... gravy... gravo 

Sign ...musical signs... notes .. nota 



. Hiatnceipu 







. . draf ty garret. . . sleeping draught. . . opium. . . inopia 














.. . news.. . false news. ..nonsense. . . nuntins 

...high perch... hen's perch... cackle... cacumen 

...bare face... bare -headed bird... vulture... vultus 

. . . needless impatience. . . irritation. . . irritus 

.. . dark staircase. . . insecure. . . obscurus 

...bad writer... scribbler... scriba 

...harvest home... Mrs. at home ?... messis 

. . . dog's tail. . . tin can. . . canis 

.. .cane-carrier., .cane. . . canis 

. . .boiled eggs. . . boiled hard. .. over-boiled.. . ovum 

...jackal.. .carcass... vultures... vulpes 

. . . sweat of brow. ..labour. . . pain. . . panis 

...bread-pan... " 
. . . figures. . . calculation. . . mensuration. . . 
. .. schoolboard. . . fines. . . magistrate. . . 
. . . mast. . .ship. . . harbour. . . 
. . . wife. . . helpmeet . .help-mate. . . 

Thankfulness .. .gratitude. .. altitude . . . high-flying. . 

Embarrassment... slough of despond... low spirits... 

Toy . . . play day. .. free day .. . Friday. . . 

Sad . .. " sad sea waves "... boat., .outrigger. 

Clear ...clear tones... clarionet... 

Indolent ..." lazy bones". ..lazy lass... 

Dangerous . . . storm. . . steamboat fare. . . 

Part ...part of house... roof... tile... 

Empty . . . hollow. . . fox's hole. . . lair. . . 

Take . . .take husband. . . new name. • . 

Diffidence ...shyness... shy... 

Little . . . grow less. . . on the wane. . . 

Much ...wanting... fill up... 

Recompense... prize... game... lawn tennis... lawn... 





















. . answer. . : fragmentary answer. . . 
...he'avy load... truck... 
...voice lozenges... stimulation.. . 
...young kindred... 

. . . stinging words. . . stinging bee. . . drone. . . 
. . . reflection. . . spy-glass. . . 
... red... ruby... 

...dig up... remove... cart off... 
...lovers' meeting... meat... Liebig's Extract. 
. . . battlefield. . . Field Marshal. . . arts 

m agister 
J Gbbmjjv. 

. kite. . . Dankbarkeit 
height. . . V erlegenheit 


(pr. artsnei) Arznei 

...hour of prayer.. .bend the knee... Abend 

... " windfall ". ..cold wind... wrap well... Apfel 

...angels... sing hymns... Himmel 

. . . choir. . . choir leader. . .lead.. . Lied 

.. .soiled with use. . . dirtyish.. . Tisch 

...chairman... session... Sessel 

.. .Leyden jar. . . electric spark.. .flash... Flasche 

. . . siege. . . battle. . .lost. . . loss. . . Schloss 

. . . esteem. . . steam . . . vapour. . . air. . . Ehre 

Correlation. French. 

Fat ...fat ox.. .clover.. .rich grass... gras 

Mouth ...flesh -eater... butcher... bouche 

Asphalt . . . asaf oetida. . . fish bait. . . beton 

To lash ...horsewhip.. .one-horse chaise. ..single horse... cingler 

Armchair .. . reclining. . .gouty. . . foot oil. . . f auteuil 

Railway station... rail way guard... guard... gare 

Smoke ...tobacco... smell... perfumer... fumer 

Carpet ...fine design... tapestry... tapis 

Head ...foot... root. ..potato... tete 

Oar ...ship.. .ironclad... ram... rame 

Tears ...hysterics... fainting fit... alarm... larmes 

Canvas . . . roap. . . oakum. . . hard labour. . . toil. . . toile 

Wave ...washing... unwashed... vagabond... vague 

Bed ...bed of sea... sea-shore... lee-shore... lit 

Pane ...pain... sore eyes... vitriol... vitre 

Gun ...gunsmith... spark.. .fuse... fusil 

Shovel ...shoved about... crowd... Pall Mall... pelle 

Side-walk . . . walking fast. . . trotting along. . . trottoir 

Dirty ...dirty business... bankruptcy... enforced sale.. .sale 

Faithful . . . dog. . . blind fiddler. . . fiddle. . . fidele 

Pity ...pitying... misery... misericorde 

Misfortune ...missing train... mail hour... malheur 

Happiness courting... bonnie hour... bonheur 

Hang fire . . .fire engine. . . * * haste ' \ . . tear along to. . . f aire long feu 

Star ...starling... bird... ostrich... head-dress... toilet... 6toile 

Cake . . . cheesecake. . . cheese. . . mouse. . . cat. . . g&teau 

Sword .. . soldier. . . sol dier's pay. . . Ipe" e 

Book ...pages... leaves livre 

Castle ...ruined... shattered... chateau 

To speak . . . converse. . . dispute. . . parley. . . parler 


Basket ..pannier... paniera 

" ...bag... collection bag... church... corbel...^ corbello 

" ...bread basket.. ^Esop.. u frog and bull "..bellow. " 

" ... "basket of flowers "..fruit.. prunes.. prunello.. " 

" ...casket... ring... bull., .bellow... , " 

Hour . . . late hour. . evening meeting. . applause. . hurrah. 6ra 

Gold ...nugget... ore... 6ro 

His ...his own... zone... bind... sew... su6 

Thy . . . thy face. . . head. . . foot. . . toe. . . tu6 

Uncle ... " Dutch uncle ". . . Holland... Zuyder Zee... Zio 

Pins pew... Pio 

Month ...May... mace... mese 

Made . . . servant maid. . . cook. . .f at.. . fatto 

Synonyms, as well as words having but a slight difference in sound, 
like Insidious and Invidious, are easily discriminated by memorised Cor- 
relations : INSIDIOUS.. .inside... hole. .. fox... TREACHERY.— INVIDI- 
OUS. . . invade. . . warlike revenge. . . ILL-WILL. 

(3.) To remember the Date of the Birth and Death of great men, cor- 
relate the surname as the BEST KNOWN to the word expressing the 


date of birth, and then correlate the birth wokd to the death 
word: — 

Kapoleon Bonaparte. 

Banishment. . .embarkation . . . 

Took ship. . .ship. . .masthead. . .Godhead. . . 

Robert Burns. 

Scotch Poet. . .map of Scotland. . .map of the world. . . 

The globe. . .geography. . .schoolbook. . .page. . . 

Oliver Goldsmith, 

Poverty. . .plenty. . . 

Took enough. . .bread enough. . .prodigal son. . . 

Henry Cavendish. 

Tobacco. . .bird's eye view. . .telescopic view. . . 

Harbinger of war. . .decisive battles. . . 

The Duke of Albany. 

Delicate. . .pale. . .white. .. 

Heat. ..cold... for... 


Butcher. . . steel. . . straight. . . 

Wrecked ... gored ... horns .. . 


Abel... death of Abel... 

Burial. . .urn burial. . . 


Forgery. . .crime. . black gallows. . . 

Balloon. . .hollow. . .kettledrum. . . 

Tltomas Carlyle. 

" Sartor Resartus". . .sarcastic .ill-tempered., .ill.. . 

Dinner pill. . . weak digestion . . .mastication . . . 

Charles Darwin. 

"Natural Selection ". . .the chosen one. . . 

G reatest happiness ... " 

Col. Burnaby. 

Burning. . .martyr. . .first martyr. . . 

Death ...mourning... 

George Eliot. 

Adam Bede ... add .. . 

Money... £10... 

Took ship. 
born 17 6 9 

died 18 21 

The plobe. 
born 1 75 U 

Waiting page. 
died 17 9 6 

Took enough, 
born 17 2 8 

The younger, 
died 1 77 4 

The comet, 
born 1 7 3 1 

"The fights." 
died 1 8 10 

White flame. 
born 1 85 8 

To have fur. 
died 1 8 8 4 

born 1 4 71 

died 15 8 

born 1 5 8 5 

Dutch urn. 
died 1 6 42 

White galloon, 
born 17 8 2 

Tea cakes. 
died 1 7 7 

Took a pill. 
born 17 9 5 

Tough food. 
died 18 8 1 

born 1809* 

To have heaven, 
iied 1 8 8 2 

Die for any. 
born 18 4 2 

Day of evil. 
died 1 8 8 5 

born 18 20 

Two fives. 
died 1 88 

* It is sufficient to indicate the figure 9, as we know that it could not have been the 
year 9 of the Christian Era, and, as it was somewhere about the beginning of this century, 
the figure 9 makes an indefinite impression definite and exact. 


Let the Pupil send me examples of his own selection worked out as 

To memorise other specific Events or Facts, Correlate the name of the 
Place or Fact to the Date- word or other Fact, thus: — 

Great Earthquake at Lisbon, 1755— 17 5 5 

LISBON.. .Listen.. .Hush !... TALK LOWLY. 

SORATA, the highest peak of the Andes, 21,286 feet high. 

2 12 8 6 
SORATA.. . sore. . . cured. .. salt fish. . . 

The specific gravity of Iridium is 22.40 
IRIDIUM... I ridicule. ..Ridiculous... All laugh.. 
HEIGHT OF ARARAT (17,260 feet)— 

Noah's Ark... Ark of the covenant... 

Philistines attack... 

Seven hills — uphill... 

Book. . . pamphlet.. . 

Trent. . . rent. . . rent roll. . . 

America discovered in 1492 — 
AMERICA. . . Merry . . . Sad. . . Sad irons. . . Handcuffs. . . 

North American Review was established 1815 — 

Cleverly done. 

Mariner's Compass was invented, 1269 — 
MARINER'S COMPASS... pocket compass... 

Mesmerism discovered 1788 — 
MESMERISM. . .mesmerising. . . imparting a fluid.. . 

Prof. Loisette's Telephone Number is 2661 
LOISETTE. . . Gazette. . . Gaze. . . Tete-a-t&e. . . 


2 2 4 


17 2 6 




1 471 


15 4 5 


1 49 2 


1 815 


12 6 9 


17 8 8 


26 6 1 



These are facts that must be united in the memory in the exact order 
in which they occur. In learning the Dates of the Accession of the 
Kings of England, it would not answer to place William the Conqueror 
after Queen Elizabeth, nor Queen Elizabeth before the Conqueror. The 
Dates of the winnings in the Oxford and Cambridge University Boat 
Race, as given in the next Lesson, is an instance of Serial Facts. All 
prose and poetry is also an illustration where you wish to retain, not 
merely the ideas, but the exact expression. Each word must be re- 
membered in the precise order in which it is set down. I only add 
that the first of a set of Serial Facts is always treated as an ISOLATED 
FACT, and connected with something thkough which the Pupil most 
necessarily think in order to reach that fact — as " President " is united 
to " Washington." 

A Homophone (In. by S. , with the entire name or with only a part 
of it) of single names can be used for a Correlating word instead of the 
name itself. Thus, Wolf may be used for Ethelwolf , Stand for Athel- 

* See Supplement to First Lesson concerning the expression of decimals. 


stan, Swain for Sweyn, Berth for Ethelbert, &c, &o. But, where there 
is more than one King of the same name, we may use a Double Inclu- 
sion — that is, the jy first one or more letters of the King's name or 
place, or the first one or more letters of any syllable of his name is 
used, and then the final consonant is a t or a d, or n, &c. , to show that 
it is the first of that name (as Herald for Harold I. ) or the second of that 
name (as Heron for Harold II.), &c, &c. ; or as, WdrJD for Edward L, 
WarN for Edward II. , and WarM for Edward III. Here we deal with 
the last syllable of Edward instead of the first letter EL This discrimi- 
nates the three Edwards before the Conqueror from the six Edwards 
who come after : for all of the latter are represented by E as the first 
letter of Edward and the last consonant tells which Edward it is ; as, 
EdiTiov Edward I., EdeN for Edward IL, EmporiuM for Edward III., 
EaB for Edward IV., EeL for Edward V., and EtCH for Edward VI. 
The authority for the following dates is " Haydn's Dictionary of Dates." 
If the Pupil finds that his history gives different dates, he can readily 
adopt other Date-words and Correlations on the model of those below. 
If any Pupil wishes to learn science, geography, or speaking without 
notes, or anything else, let him memorise the following series of Kings 
with their dates, as hereafter given. No Pupil must learn a correlation 
he does not understand. He must alter it, or make another. And if 
he has a poor memory he must not expect to strengthen it, unless in 
every case he makes his own correlation and properly learns it. 

The wise Judge [1066] 


Wit [William I.] 



Deceiving [1087] 

"A mocker" 

Wine [William EL] 

unsteady walk 

tiny feet 

" Tootrin" [11W\ 

lowest extremity 

highest extremity 

Head [Henry I.] 

head of table 


Hot oatmeal [1185] 




Steeple [Stephen] 




Tutelar [1154] 



Hen [Henry II.] 


looking forward 

The day of hope [1189] 




Reed [Richard L] 

" Bruised reed" 


dying child 

Dead baby [1199] 



Jonquil [John] 


roast goose 


Tin dish [1216] 




Hem [Henry III.] 


bloody deed 

Duncan's murder 

Duncan [1272] 

Play of Macbeth 

new edition 

Edit [Edward L] 

writing desk 


desk covering 

Damask [1307] 



Eden [Edward II.] 



Demoniac [1827] 




Emporium [Edward in. ] 




Demagogue [1377] 


Ruin [Richard II.] 

ruined health 


To i?nbibe [1899] 



Hair [Henry IV.] 




Diy theme (1413) 

threadbare topics 

May Meetings 

Exeter Hall 

Hall [Henry V.] 

hauled out 

drawn in [1422] 



silent mouth 

Hush [Henry VI] 

hush it up 


Tragedy [1461] 



Ear [Edward IV.] 


trumpet of fame 

True Fame [1483] 



Eel [Edward V.] 


soft ground 

terra firma 

Teraphim [1483] 

household gods 


Room [Richard III.] 


watery eyes 

Tearful [1485] 

crying tears 

hue and cry 

hack and hew 

Hack [Henry VTL] 

hacking cough 


To lisp [1509] 

to hum 

Hive [Henry VIII.] 


waxed thread 

Tailoring [1547] 

sewing needle 

etching needle 

Etch [Edward VI.] 



TaU elm [1553] 

Windsor Forest 

Merry Wives of Windsor 

Merry [Mary] 

single blessedness 

Dual life [1558] 

exciting life 

betting man 

Betsy [Elizabeth] 


Venetian coin 

Venetian court 

Doge's home [1603] 

street of water 


Jet [James L] 



addition sum 

Additional [1625] 

add on 

cut off 

Cut [Charles I.] 



Too sharp [1649] 

sharp practice 

too common 



Tocsin [1702] 

rich soil 


Dutch loam [1658] 



Antic [Anne] 





Protector [Oliver Cromwell] 

Doctor [1714] 

thick shell 


Wide shelf [1658] 

Gout [George IL] 


gouty toe 

bridal breakfast 


Rich crumbs [Richard Cromwell] 

Thickening [1727] 



Eat jalap [1659] 



Gun [George I.] 


fowling-piece v 



Dog shorn [1760] 


poultry shows 

two persons 

wild birds 

Two judges [1660] 

Game [George III.] 

cattle show 

gaming house 



Can [Charles II.] 

seared conscience 


Toughness [1820] 

skimming dish 

tarred ropes 

Dishevel [1685] 


tipsy woman 

Gear [George-IV.] 


royal finery 

juniper ' 

imperial purple 

June [James II.] 

famous dye 


Die famous [1830] 



House of God 


The chief Abbey [1689] 

War [William IV.] 

Poet's Corner 


Poet's fancy 


Whim [William IIL and Mary] 

Day of maying [1837] 






Victory [Queen Victoria] 

The foregoing (as well as similar exercises in other Lessons) is given 
as a Memory-training task, and a specimen of dealing with Names and 
Dates when they alone have to be learnt, and not as a model of the best 
way of dealing with Dates generally. They ought to be learnt in their 
places as you meet them in the study of History. 


The supreme importance of thorough practice in this Method compels 
me to re -introduce it in this lesson ; but let the Pupil understand that 
he is required to use an exhaustive Interrogative Analysis only whilst 


learning and becoming an expert in the use of the Method, not after- 
wards. For the benefit of the linguistic Student, I append examples 
worked out in different languages, but I deal with them in English also. 

Video meliora proboque, deteriora sequor ! — Ovid. (I see and approve 
the better things I follow the worse.) 

Quis videt probatque meliora? — "Video meliora proboque, deteriora 
sequor." Quid video? — " Video meliora proboque, deteriora sequor." 
Quid sentio de melioribus ? — "Video meliora proboque, deteriora se- 
quor." — Quid confiteor in probatione mea ? — " Video meliora -pToboquc, 
deteriora sequor." Si video meliora -proboque^ sequome ea ? — " Video 
meliora proboque, deteriora sequor." Quid facio cum deterioribus ?— 
"Video meliora proboque, deteriora sequor." 

The Same in English. 
I see and approve the better things, I follow the worse. Who sees and 
approves the better things ? — "2 see and approve the better things." 
What is my action towards the better things ? — "I see and approve the 
better things." What is the character of the things which I see and ap- 
prove ? — " I see and approve the better things." What is it that is better 
which I see and approve ? — "I see and approve the better things.* 1 Are 
better things whioh I see and approve distinct from all others ? — " I see 
and approve the better things. " If I see and approve the better things, 
do I follow them ? — " I see and approve the better things, 2 follow the 
worse." Who follows the worse ? — " /follow the worse." What do I do 
in regard to the worse ? — " I follow the worse." What do I follow?— 
" I follow the worse." Do I follow the worse things as a class or only a 
few of them ? — " I follow the worse." Is my conduct consistent ? — "I 
see and approve the better things, I follow the worse." 

Dieu est un cercle dont le centre est partout, la circonference nulle 
part. — Pascal. {God is a circle the centre of which is everywhere^ the cir- 
cumference nowhere.) 

Qu'affirmons-nous touchant Dieu dans cette phrase ? — " Dieu est un 
cercle dont le centre est partout 9 la circonference mdle part." Quel rapport 
eHablissons-nous entre Dieu et le cercle ? — "Dieu est un cercle dont le 
centre est partout, la circonference nulle part." Faisons-nous mention 
de plusieurs cercles ? — " Dieu est un cercle dont le centre est partout, la 
circonference nulle part." Quelle partie de ce cercle se trouve partout ? 
— "Dieu est un cercle dont le centre est partout, la circonference nulle 
part." Ou faut-il chercher le centre de ce cercle ? — " Dieu est un cercle 
dont le centre est partout^ la circonferenoe nulle part." Quelle partie 
de ce cercle est qualified par l'expression "nulle part" ? — "Dieu est un 
cercle dont le centre est partout, la circonference nulle part." Ou se 
trouve cette circonference ? — " Dieu est un cercle dont le centre est par- 
tout, la circonference nullepart" 

The Same in English. 
What being is mentioned here ? — " God is a circle. " What is affirmed 
of God? — "God is a circle." Is the attribute "circle" affirmed of 
" God ? "—"God is a circle." What kind of circle is God ?— " God is 
a circle, the centre of which is everywhere and circumference n&where" 
What is everywhere ? — "The centre of which is everywhere." Centre 
of what is everywhere ? — "The centre of which (circle) is everywhere." 


Where is the centre of this circle? — "The centre of which is every- 
where." What is the relation between the centre and everywhere ? — 
"The centre of which is everywhere." Is there anything else said 
about this circle ? — " The centre of which is everywhere and the civ 
cumference nowhere." What is nowhere? — "And the circumference 
nowhere." Where is the circumference ? — " God is a circle, the centre 
of which is everywhere and circumference nowhere" 

Mit des Geschickes Machten ist kein ewiger Bnnd zn flechten. — 
Schiller. {There is no entering into an enduring compact with the powers 
of fate.) 

Mit wem ist kein ewiger Bund zu flechten ? — Mit des "Geschickes" 
Machten ist kein ewiger Bund zu flechten. Mit welchen Machten ist 
kein ewiger Bund zu flechten? — Mit des Geschickes "Machten" ist 
kein ewiger Bund zu flechten ? Ist ein ewiger Bund zu flechten ? — Mit 
des Geschickes Machten ist "kein" ewiger Bund zu flechten. Ist kein 
zeitlicher Bund zu flechten ? — Mit des Geschickes Machten ist kein 
"ewiger" Bund zu flechten. 

Ist keine Freundschaft zu flechten ? — Mit des Geschickes Machten ist 
kein " B u n d " zu flechten. Ist kein ewiger Bund zu schliessen ? — Mit 
des Geschickes Machten ist kein Bund zu "flechten." 

The Same in English. 
Is there an entering into an enduring compact with the powers of 
fate ? — " There is no entering into an enduring compact with the powers 
of fate." What action is impossible with regard to the powers of fate ? 
— " There is no entering into an enduring compact with the powers of 
fate." Into what is there no entering ? — " There is no entering into an 
enduring compact with the powers of fate." What is the nature of the 
compact into which there is no entering ? — " There is no entering into 
an enduring compact with the powers of fate." With what is there no 
entering into an enduring compact ? — " There is no entering into an en- 
during compact with the powers of fate. " With what powers is there no 
entering into an enduring compact ? — "There is no entering into an en- 
during compact with the powers of fate." 

*Aw6Borc oZv to Kalcrapos Kalcrapi* ko\ ra rov &eov t<£ ©«<£. — Matt. C 
XXII., v. 21. 

Render therefore unto Caesar the things which be Caesar's, and unto 
God the things which be God's. 

'Tirdpx 61 4yro\)i iv ratirri ry yvdapy ; — 'Air 6 8 or € odv rd Kalcrapos Kot- 

*Eyevfi0ri atfry V 4vro\^ &s OKo\ovBla t&v tcporipwv Koyofi4twv y v oS>v. — 
*Air<ftoT€ o3v ra Kalcrapos Kalaapi. 

Uoia irpdyfiara ovayKaiov ivriv airo8i86vai ; — 'AiroSorc oi>v ra Kalcrapos 

Tlvos *lo\ ra airoBorea; — 'AmfSore dbv to Kalcrapos. 

Tivi.avayiccuov itrr\v awotiitdvai; — 'Aird&ore oiv ra Kalcapos Kalffapu 

"AWny ivroh^v ix°^ v y ^ °$ »' — Kal to rov 0eoO r$ 0eq*. 

Tlciia irpdy/iara avayicaiov iffrly a*ohi&6vai ; — Ta rod 0€o5. 

Tlvos elal ra aicoBoria; — Ta rov ©eoO. 

T/w avaynaiov tcrr\v avoSiMvat ; — Ta rod OeoS ry 0€y. 


The Same in English. 
Is there a command expressed ? — "Render therefore unto Caesar the 
things which be Caesar's/' Is this command given as a consequence of 
some previous statement? — " Render therefore unto Caesar the things 
which be CaBsar's." Unto whom must these things be rendered? — 
44 Render therefore unto GoBsar the things which be Caesar's." What 
must be rendered unto Caesar? — " Render therefore unto Caesar the 
things which be Caesar's." Must any particular things be rendered unto 
Caesar ? — u Render therefore unto Caesar Hie things which be Caesar's." 
Whose things are to be rendered unto Caesar ? — *' Render therefore unto 
Caesar the things which be Ccesar's." What relation is there between 
Caesar and the things ? — " Render therefore unto Csesar the things which 
be Caesar's." Is there any other command given ? — "Andjmto God the 
things which be God's." Unto whom must God's things be given ?— 
u Render therefore unto Caesar the things which be Caesar's, and unto 
God the things which be God's." What must be rendered unto God ?— 
" Render therefore unto Caesar the things which be Caesar's, and unto 
God the things which be God's." Whose are the things to be rendered 
unto God ? — " Render therefore unto Caesar the things which be Caesar's, 
and unto God the things which be God's." 

It is scarcely needful to suggest to the intelligent Student that Inter- 
rogative Analysis readily applies to all possible problems of memory. 
Suppose you wish to fix the date of the birth of the* poet Longfellow, 
who was born in 1807 and died in 1882. What was the probable char- 
acteristic of the person to whom this name was first applied ? He was 
of a tall physical structure. What name expresses the whole of the 
physical structure ? The physique. Who must have an elastic physique ? 

1 8 7 
A Clown. When the Clown is in the ring what do you expect ? 
To have fun. 

18 8 2 

Suppose you wish to remember the Latin for the word " Abyss." 
What is an abyss ? An abyss is a very large pit. What is the biggest pit 
you have seen in England ? It was a quarry. How were the men carry- 
ing about the stones in a quarry ? In barrows. With what Latin word 
does " barrow " form an In. by S. ? It sounds like the beginning of the 
word barathrum. The Latin word "barathrum" [Gh. &Apa0pov] means 
" abyss." 

iSpA brief discussion may bring out into bolder contrast the UNIQUE- 
NESS of my Method. Reventlow's pupil, an Anglicised German, 1 " who 
had received the sobriquet of " Doctor,'"' taught orally, f for some years, 
his master's system in England. The Doctor quoted with approbation 
the statements of his critics, that he substituted " Reasoning for mem- 
ory " ! ! From more than 300 examples of his method, now in my posses- 
sion and vouched for by his pupils as having been taken down by them 
in writing from the Doctor's dictation, I select one conspicuous case. 

In regard to memorising the statement that ' ' the Posterior Nerve of 
the Spinal Column is Sensory, and the Anterior Nerve is Motor," the 
Doctor remarked, " You observe that Posterior and Sensory go together, 

[* Dr. Pick.] t See note on next page. 


and that Anterior and Motor go together. The initial letters of Posterior 
and Sensory are P and S, and the initial letters of Anterior and Motor 
are A and M. By considering that A and M are in the upper part of the 
Alphabet and P and S are in the lower part of it, you will be sure to re- 
member that Anterior is associated with Motor and Posterior with Sen- 
sory." I admit that the first time one hears this method applied the 
novelty of the principle of it might make an impression ; but, after that, 
the method would fail from its own demerits ; because the steps of an 
argument are most difficult to be retained in the Natural Memory, and 
therefore such a method cannot possibly act as a Mean* for Aiding the 
Memory. It is obvious that, unless you first distinctly remember that 
Anterior is connected with Motor and Posterior with Sensory, there is 
nothing whatever in this case to suggest that the initial letters of those 
words are to be thought of together. The fact is, these ingenious con- 
ceits, special-pleading refinements, and metaphysical subtleties deal only 
with the accidents of a subject and not at all with its essentials, and they 
always require that you should retain by your unassisted Natural Mem- 
ory the VERY THINGS they profess to help you to remember. So true 
is this, that if your Natural Memory be not marvellously retentive, your 
recall of the steps of the comparative method is more likely to be 
wrong than right. In this very case, a Pupil, although he possessed a 
good Memory and although he repeated the Doctor's reasoning many 
times to his friends shortly after he learned it, found that after six 
months he remembered it as follows — "A and S go together because 
they are far apart in the Alphabet, and hence the Anterior Nerve is 
Sensory! ! And as P and M are near together in the Alphabet, therefore 
the Posterior Nerve is Motor" ! ! Having received no genuine aid to 
cement together " Posterior and Sensory," and "Anterior and Motor " — 
which were the things to be united in memory — he was left to his own re- 
sources about the initial letters P and S and A and M, and it must be 
conceded that his original argument, in regard to them, was quite as 
plausible and natural as that of the learned Comparer. * This method 

* Note. — He did publish a half-crown (afterwards a shilling) pamphlet, on Memory, 
with a view to excite cariosity without gratifying it, and thus compel his readers to resort 
to his personal instruction, but the little book led only to disappointment. It contained 
only one principle which he ever used in his actual teaching— the plan of re-arranging 
lists of Irregular Verbs in Foreign languages. [To remember tho figures 51842, it would 
be carter, if the precise order of the figures teas not important, to arrange them thus : 
12345 1 1] The relations between nought and the nine digits are mathematically exact, 
but between words they are infinitely various and the plan required that he should first 
know the meaning of the words ; and then the labour and difficulty of the re-arrangement 
in Groups, Families and Classes were so great, that no one ever used the device in prac- 
tice, or even learned his revised lists. All the rest of the book was made up of u pad- 
ding," 1 as it has been called. A chapter on the History of Mnemonics— another on the 
Memory of Animals— another on the Seat of Memory from the ancient and mediaeval 
point of view — another on Aristotle's speculations about association, and some crude ideas 
of bis own, some foreign notions which he considered were "arbitrary," but which he 
nevertheless thought were " ingenious." The highest form of this " ingenuity " was ex- 
hibited in his oral teaching, in the four crucial examples in the text The fact is, that he 
never developed or worked out his System, because of its impracticability and difficulty, 
and hence he appealed to his Pupils to send him any suggestions for the application and 
extension of his own System. Notwithstanding there was no restriction imposed upon 
the learners of this System, it has never been taught by anyone else or used anywhere 
for years by anyone. While the Doctor was teaching his System, the followers of the 
Mental Daubs of Feinaigle and Beniowski, &c., railed against him bitterly; but having 
learned since that he really was a disciple of Beniowski, Aime Paris and Beventlow, and 
that he is no longer in the field against them, and has left no disciples, they are now en- 
deavoring to atone for their past abuBe by canonising him as a Mnemonics! Saint. [I 


supplies what Medical Students call "Tips," which are usually remem- 
bered without recalling what they refer to ! ! Whereas my System offers 
genuine scientific " Tips," if the phrase be allowed, applicable to all sub- 
jects whatsoever, and which are easily remembered. 

When words are expressly arranged with no other purpose in view ex- 
cept to help retain certain letters, as in the case of the " 6 shy Jewesses 
chose George " before the Pupil had learned Synthesis, it would be im- 
possible to go wrong ; but in attempting to transform such special de- 
vices into a working principle in the real business of life, where words, 
ideas and facts cannot be adapted to our needs, but where our methods 
must be adapted to them, nothing can be more misleading or disap- 
pointing than a resort to these hair-splitting and superficial " com- 
parisons," which not one in a thousand can make and none remember 
unless he is subtUity-mad. If a sensible man could really make much 
use of this method, he would cultivate such a technical microscopic 
habit of observation that he would soon see the spots on the sun, but 
not the sun. How do I manage this case ? By dealing directly and 
solely with the facts and ideas to be united in the memory, by correlating 
Posterior to Sensory, thus:— POSTERIOR... Post-mortem... Insensible... 
SENSORY. Similarly, I connect Anterior to Motor, thus:— ANTER- 
IOR. .. Ant. . .disturbed ant-hill /. . .commotion I. ..MOTOR. By uniting the 
two unconnected " Extremes " together by means of a developed Analysis 
memorised, I AID the natural memory in the highest possible degree. 


" The branches of the External Carotid Artery are eight in number, 
viz. — three directed forwards, the superior thyroid, the lingual, and 
the facial ; two directed backwards, the occipital and the posterior au- 
ricular; and three extending upwards, the ascending pharyngeal 
branch, together with the temporal and internal maxillary, -the two ter- 
minal branches into which the artery divides. '' 

Neither the mnemonics of Ingenuity nor the mnemonics of the Im- 
agination can afford any assistance in memorising the facts in the fore- 
going passage, but they are easily learned by means of Correlations (to 
be memorised) as follows : — 

Carotid. . . rotten. . . ruinous. . . ivy (eight branches). . . 

growth. . . advance. . . go forwards. . . 
Forwards. . . lead forwards. .. conduct. . . ductless. . . Thyroid 

have given these details because the book, long since out of print, was the only one that 
ever appeared in English from a disciple of Reventlow.] Although I have had thousands 
of Pupils who were experts in the Methods of Feinaigle, of Aime Paris, of Reventlow and 
of this his Anglo-German disciple, yet I never had one such Pupil nor anyone else who 
ever suspected from my Recollective Analysis [until I inserted the Presidential and Hep- 
tarchy Series], or from their mastery of those Systems, what my method of Recollective 
Synthesis is — a Method which, when Analysis has been mastered as directed, becomes the 
easiest, quickest, and most effective means for the permanent acquisition of all kinds of 
knowledge. Nor is this all ; none of them ever succeeded in getting rid of Mnemonical 
Keys, as I have done in all cases whatsoever ; nor did any of them ever anticipate my 
Devices for dealing with difficult examples ; nor did they know how to simplify and mini- 
mise the Problem of Memory in all cases : nor did anyone of them ever suspect it was 
possible to develop and strengthen, as I have done, the Natural Memory in both its 
Stages, and the Concentration in both its Functions. 


spheroid ... whole earth ... many Ian* 
guages... Lingual 

tongue . . . month. . . face. . . front. .. back. . . 
B ackwabds. . . back of head. . . occiput. . . Occipital 

occult. . . secret. . . confession. . . Aubiculab 

aureous ... golden ... high-priced ... high 
Upwabds... ascending... Ascending Pharyngeal 

pharos. . .lighthouse. . . intermittent light 
. . . temporary. . . Temporal 

* ' be temperate "... maxim. . . Maxillary 

To memorise the attachments of muscles, the student must first of all 
familiarise himself by diligent dissection with the aspects of the mus- 
cles and the actual facts of their attachments. It is possible to mem- 
orise their origins and insertions by my System, merely from their 
written descriptions ; but this is not learning. It is a vicious system of 
cramming, which can do no possible good. Once the student has 
thoroughly familiarised himself with the actual facts, he can proceed 
to fix these facts in his memory with definiteness and precision by my 
System. In dealing with facts of such complexity as the origin and in- 
sertion of muscles, it is necessary to have free recourse to the assistance 
of homophones, &c. In the whole of anatomy there is no task so diffi- 
cult as that of learning the. precise attachments of the muscles of the 
back. Only a small proportion of students ever master these attach- 
ments thoroughly, and those who do learn them are unable to retain 
them for more than a very few days together. By the use of my Sys- 
tem it becomes easy for any student to learn the whole of the attach- 
ments, as well as all the other facts of Anatomy, or *of any other study ; 
and, once thoroughly learnt, they will never be forgotten. Let it be 
thoroughly understood that my System is no substitute for dissection 
and experiment. You can get a comprehension of anatomical facts 
only by actual experience, and to attempt to acquire an understanding 
of them from books is to substitute a knowledge of words for a know- 
ledge of things. 

[CAUTION. — Let not the medical student, nor any other of my pu- 
pils, disregard the rest of this and my other Lessons because in any par- 
ticular illustration I give he sees how he can apply my System with 
great advantage to his studies. Let him rather master most thoroughly 
each exercise, whether it pertains to his studies or not, and then, when 
he has finished all the Lessons, he can apply my System to his studies or 
specialty with the skill of an EXPERT, and acquire permanently as 
much knowledge in a week by its aid as he could in a month or in 
many months without it.] 

The following examples will indicate one way in which the student 
may proceed in order to memorise the attachments of the muscles of 
the back : — 

(1.) First make a homophone of the name of the muscle. 

(2.) Indicate each attachment of the muscle by two words. The 
initial letter of the first word should indicate the part of bone to 
which the muscle is attached — e.g. , Sp = spinous process, T = 
transverse process, R = rib, &c. The second word should indicate 


by its consonants the numbers of the bones to which the attachment 
is made. 

(3. ) Correlate the homophone of the muscle to the first pair of 
words, and the first pair to the second pair. 


" The Splenius Colli is attached inferiorly to the spinous processes 
of the third, fourth, fifth, and sixth dorsal vertebrae, and superiorly to 
the transverse processes of the first two or three cervical vertebrae." 
spleniuS COLLi (homophone) SCOLD. 
SCOLD . . . cold . . marble . . . image . . . SPLENDID IMAGE . . 
statue... statuette... chimney ornament... clock.. .'TIS TIME. 

In the first pair of words the initial of Splendid shows that the attach- 
ment is to the Spinous processes, and the word Image indicates that the 
vertebra? implicated are the third to the sixth. The second pair show 
that the transverse processes from the first to the third are those into 
which the muscle is inserted. 

" The Splenius Capitis arises from the spines of the seventh cervi- 
cal and two upper dorsal vertebras and from the ligamentum nuchae. It 
is inserted iuto the lower and back part of the mastoid process, and into 
the outer part of the superior curved line of the occipital bone." 

spleniuS CAPitis (homophone) ESCAPE. 
ESCAPE. . . flight. ..projectile. . .trajectory. . . conic section. . . 

split. . . spliced. . . tied. . . ligatured. . . LIGAMENTUM NUCHjE. 

new keel. . . ship. . . mast. . . MASTOID. 

masticate. . . eat. . . drink. . . sip. .. OCCIPITAL. 

Remark. — The impatient, impulsive and wholly unreflecting pupil 
sometimes says, " Easy as learning by your System is, it does take time to 
learn by it ! ! " Yes, he is quite right. It takes some time ; but, the 
true mode of judging my System is, to compare the time required by 
the unassisted Natural Memory to learn the exercises of this and the 
other lesson papers with the time taken to learn them by the aid of my 
System ! ! Without its aid, the unassisted Natural Memory would re- 
quire a very, very long time to learn them [the great majority of unas- 
sisted Natural Memories could never learn them], and a dreadfully tedi- 
ous wearying work it would be ! ! With my System's aid, they can all 
be easily and pleasantly learned in one hundredth part of that time ! 
This is the honest way to look at it. 

But, this restive, uneasy, work-dreading and unstudious critic com- 
pares the time required by my System's aid to master the most difficult 
memory tasks, not with the time demanded by the unaided Natural 
Memory to learn them, but with time absolutely wasted and entirely thrown 
away ! ! His unconscious comparison is between not learning them and 
learning them exactly and permanently ! ! ! It is this shiftless pupil 
who never learns anything at all, or never learns anything thoroughly, 
who alone complains at my System saving "ninety-nine one hundredth* 
of the time that the unassisted Memory would be occupied in making 
the same acquisition with equal thoroughness ! ! Yet these frivolous 
people, if they really do apply themselves to the study of my System, 
often win great success and become Memory- Athletes. 



With the dates of their Administrations. 

Lord Melbourne (who was also Prime Minister in the concluding part 
of the preceding reign), Sir Robert Peel, and Lord Aberdeen each 
formed a single administration. The other statesmen having been at 
the head of more than one Government, are dealt with by means of 
Double Inclusions. Thus, Lord John Russell's first administration is 
indicated by the word Rust, and his second by Run. Lord Derby's ad- 
ministrations are distinguished from Mr. Disraeli's by the vowel em- 
ployed in the Double Inclusion — De for Derby and Di for Disraeli, the 
three governments of the former being indicated by the words Debt, 
Den and Deem respectively, while the two of Mr. Disraeli are signified 
by Ditty and Din. The Double Inclusions for Lord Palmerston are Pat 
and Pain, while those of Mr. Gladstone's governments are Glad and 
Glean and Gleam, and the Marquis of Salisbury's Salt and Sawn. 

Victobia... first toast... foaming tankard... fo&ming (1837)... southern 
sea . . . southern seaport. . . Melbourne. . . borne. . . carried. . .horseback . . . ride 
(1841)... ride at anchor... ship. ..bark... Peel... peel rushes... rush (1846)... 
bullrush...bull ring... iron... Rust... rusty coat. ..poor relation... Joan (1852) 
. . . mortgage. .. Debt . .ledger. . . ledger line. . . line (1852). . . verse. .. chapter. . . 
dean . . . Aberdeen. . . Scotch. . . leal (1855). . . disloyal.. . Fenian. . . Pat. . . patriot of country... loxe (1858)...'* cupboard love". ..cub... lion... Den... 
dent... tooth... Zip (1859)... bitten lip. ..Pain... sharp pain... sharp taste... 
chili. . chill (1865). . . sweat. . . Rim. . . runagate. . .Billingsgate. . .Billings. .Josh 
(1866) . . . Joshua. . . Jericho walls. . . demolish. . . Deem. . . think. . . act. . . ac/iiere 
(1868 ). . . success. . . song of triumph. . . Ditty.. . funny song. . . making fun. . . 
chs.if (1868). . . banter. . . mirth. . . Glad. . . glee. . . choir (1874) . . . voices. ..noise 
... Din.. .cannonade... fortification. ..fosse (1880)... ditch... field... Glean... 
wheat. . . full-eared. . .full (1885). . .full moon. . . Spring tide.. . salt sea. . .Salt 
. . . Lot's wife. . . ' * pillar of salt ". . . effigy (1886). . . polished marble . . . shining 
...gleam... darkness... darkening water... cuttle... fish (1886)... sawfish... 

Let the Pupil memorise the foregoing so that he can recite the Series 
correctly and with the greatest speed. 

MNEMONICAL KEYS.— What folly to use an artificial Series of 100 words, which are 
committed to memory only after a study that would suffice to master my entire SyBtem — 
and then try to tie up to these words the Kings of England, American Presidents, &c. &c, 
by means of mental daubs or childish stories I ! On the other hand, my Pupils find that 
wherever there are IDEAS, or words as their representatives, to be cemented together, 
they can unite them indissolubly in their memories by means of " true links of thought " 
or memorized correlations. A gentleman who, when a boy, used to commit to memory 
before the public 25 or 60 lines of prose or poetry, recently told me that he never knew nor 
cared to know what the prose or poetry meant I ! He invented a silly story to tie the first 
line to the first Key-word, the second line to the second Key-word, &c., &c, and all he 
had to do in reciting, was to think of his Key ! 1 and recall what he had tied to each word 
of it. The next day he could not recall even one line of it ! He addt<l that the practice 
of inventing these false mnemonical stories had cultivated his fancy to such a morbid de- 
gree, that his mind now wanders uncontrollably, and as a consequence he now never re- 
ceives a vivid first impression 1 1 and hence, he says, he has the worst memory in Eng- 

%W~ I am the only Teacher of Memory who has succeeded in getting rid of Mnemon- 
ical Keys— not only in some cases but in all cases, and for this emancipation, as well as 
for my other Original Methods and Discoveries, I am constantly in receipt of the most ac- 
ceptable appreciation from my grateful clients. 



CRANIAL NERVES.. .head... casque... hooP (9 pairs)... barrel of oil... 
Oil factory... Olfactory (1st pair). ..manufactory.. .smoke.. .smell... scent- 
bottle., glass... optical glass.. .Optic (2nd pair)... optician... eyeglass... 
sight... eye- witness... ocular demonstration... Motores Oculorum: (3rd 
pair)... ocular motions. ..move the eye many ways... tear in the eye... 
Pathetic (4th pair)... moving... move the eye obliquely... obtuse angle... 
triangle. . .Trigeminal (5th pair). . . gem. . . sparkling. . . eye. . . eyetooth. . . 
jaw. . . talk. . . tongue. . . sensitive. . .feeling. . . good feeling. . . good taste. . . taste 
. . .salt water. . . waves. . . motion. . .ocean. . . sailors. . absent from home. . Abdu- 
cent (6th pair).. .sent out... see out., .moves the eye outwards... ordered to 
face out wards... Auditory and facial (7th pair — hearing and expres- 
sion)... face... mouth... ate... Eighth Pair... ate a pear... smooth skin... 
glossy. . . Glossopharyngeal. . . congeal. . . unfixed. . . vague. . . Vagus (or pneu- 
mo-gastric) . . . gusty. . . blown back. . . back bone. . . Spinal accessory. . . (sensory 
and motor). . . spines. . .sharp criticism . . . hypercritical . . . Hypoglossal 
(9th pair)... glossary... foreign tongue... Tongue Muscles. 


(1) In this Alphabet, Dots and Dashes are used to represent the letters 
of the Alphabet. When the equivalents of each letter in Dots and 
Dashes are learned, the Pupil only requires practice with the machine 
to become an expert Telegraphic Operator. 

In learning Morse's Alphabet, I use temporarily and provisionally the 
word Short for Dot — and the word Long for Dash — and to represent 
Short I use the letter S, and for Long I use the letter L. So, here- 
after, L always means a Dash and S always means a Dot. The letter A 

is represented by a Dot and a dash, thus . ; and in my way it is 

represented by S, L. B is represented by a Dash and three Dots, thus 
... or in my way by L S S S. 

(2) Now, as in my Figure Alphabet neither h alone, w or y was ever 
reckoned, so in this case h, w and y are never considered. But, whilst 
not reckoning vowels at all, nor X, w or y t however combined, I do 
count any two other consonants coming together as two separate con- 
sonants, contrary to the rules of the Figure Alphabet. |^~ The only 
consonants I consider or make use of, are L and S. 

(3) The Pupil is now prepared to make a word that shall indicate 
Dots and Dashes. What is the equivalent, in Dots and Dashes, of the 
word Soil ? It means [see above] S Short [Dot], and L Long [Dash], or 
the letter A. Now, to remember that A in the Morse Alphabet is re- 
presented by a Dot and Dash, or by , , I must correlate the letter 

A to the word Soil. Memorise the Correlation, thus: A. ..ale... hop 
gardens... SoiL. 

(4) To remember that B is represented by a Dash and three Dots, or 

by # . . I must correlate the letter B to the word LaSSeS, thus : 

B. . . bee. . . spelling bee. . . lads. . . LaSSeS. Let the Pupil not proceed to the 
next letter till he has thoroughly memorised the Correlation of the one 
he has reached — one at a time and perfectly, and he will soon be able to 


instantly answer as to the equivalents in Dots and Dashes of each of the 
letters of the alphabet. And then, and not till then, let him commence 
his practice with the Telegraph machine. And if the Pupil has a poor 
memory let him make his own Correlations, and learn them instead of 
learning mine. JEP*" The most rapid and reliable Telegraphic Operator 
I ever knew, told me that it took him three months to learn Morse s 
Telegraphic Alphabet or Code given below, and yet he said that if he 
had then known my System, he could have learned it perfectly in one 
hour ! ! By my System, the least familiar and wholly unconnected 
ideas can be welded together permanently by natural links. 

A ale. . . hop gardens ... . . .SoiL . 

B bee... spelling bee... lads... ...LaSSeS , . . 

sea... damaged ship... fallen mast ...LayS LooSe . • 

D dear... sweetheart... jilted... ...LoSS . . 

I! ... ... ... ... ...eaSe 

P effort... rope-dancer ... ...hiS SoLeS . . . 

G gee.. .plough.. .furrow.. .old age 

* . . life's winter. . . hoLLieS . 

H aspirate... asphalte... road... 

toll road... aSSeSS 

1 eye... cold eye. ..serpent... ...hiSS . . 

J jay. . . blue. . . paint. . . oilman . . . SeLL oiL . 

K cayenne... hen... Gehenna... pit-hole... whoLeSaLe • 

Ja ell... old yard... farmyard... jackass ...SLy aSS . . . 

M eminent... high position... ...hiLL 

N energetic... indolent... lawless ...LawS . 

O oath... oath of allegiance... ...LoyaLLy 

P pea-seed... sow thoroughly ...SLowlySow • • 

Q acute... cunning... deep... well... awe... LL iS Low • 

R arbitrary... autocrat... ruling alone ...SoLuS . . 

8 Esquimau... snow... alps... ...SwiSS • • • 

T teacup... cracked... leaky ...hoLe 

U yew bow... bowman... attack ...aSSaiL . • 

V venous blood... loss of blood... 

faint sighs... SighS So aL way # . . 

W double... duplicity. ..simplicity ...SiLLy . 

X executed... homicidal perjury ...LieSSLay . . 

Y wise... foolish... idiotic puller ...hauL a SheLL . 

Z zeal... warmth.. .cold... hail 

(or), said he... called her ...haiL aLaSSie . . 

& join together. . . overcrowded hovels. . . aLL iLL 

In Army Signalling by means of Flags, the above Code is used, as 
described above [See Manual of Instruction in Army Signalling, 1884], 
with a few points in addition. If the Pupil wishes to add any further 
particulars, or should any changes be adopted at any time, he will know 
how to deal with them — in fact, as in other cases, so in this, it is better 
for him to make and memorise his own Correlations and send them to 
me for criticism. 
PulIj Stop (. ) ... point . . point out. . . see. . . eyes 

...three eyes... 1 1 1, or 

Erasure . . .blot out. . . dot out. . . dotted 

line... line of dots 


St*>p . . .leave off. .. don't tease. . . Ts 

...line of T's... 

General Answeb... correct answer. ..right... 


Repeat ...mock... imitate... I MI, or . . 

Signaller's Indicator. . . indication. . . clear 

... hazy. ..A's... two A's... . — 

Ctpher Sign ...Ci-Ci...C C... . . 

Break Signal . . . break. . . bend. . . lean. . . 

foreshorten... four shorts... , 
Message Ends . . . end . . extremity. . . lower 

extremity. . . toe. . . VEto. . . VE. . . 
Obliterator . . . literary.. . letter. . . double 

letter.. .WW... . ■ 


Many who know the regiments of the line well by their now abolished 
numbers, cannot remember their new territorial names. They can 
easily learn them by the aid of Correlations. Here are specimens: — 

Old Number. 

































Memory Intermediates. 
. . heather. . . Scotch. . . 
...loud sound... thunder... 
..wage war... Warwick... 
. . whiskey. . . fusel oil. . . 
..water... pool... 
..behave... " before folk "... 

..Exe stream. ..Devonshire... 
. . cord. . . strangle . . . suffocate. . . 
. .tumbler., .somersault... 
..a lift... a crane... a stork... 
. . cottage. . . cot. . . bed. . . 
. .earl. ..Earl of Leicester.. . 
. .hard., .rock. .. shamrock.. . girl ... blackmail 

...Scottish riflers... 
..mail coach ... blackmail 

...Scottish riflers... 

Present Names. 
Royal Scots. 

Northumberland FusUiers. 
Royal Warwickshire Reg. 
Royal Fusiliers. 
Liverpool Regiment. 
Norfolk Regiment. 
Lincolnshire Regiment. 
Devonshire Regiment. 
Suffolk Regiment. 
Somerset Light Infantry. 
East Yorkshire Regmt. 
Bedfordshire Regiment. 
Leicestershire Regiment 
Royal Irish Regiment. 

Scottish Rifles {1st baU.\ 

Scottish Rifles (2nd batt.). 

The purpose of thin Exercise must be at once clear to any unprejudiced Englishman. 
Suppose a Pupil is interested in the regiment which was known as " The 19th Foot," and 
wants (now that the numbers are abolished) to remember its territorial name. He can 
memorise this Correlation : — The 19th..." ToBy"... Laurence Sterne.. .Yorkshire rector... 
Yorkshire Regiment. Probably, if he knows that Sterne was a Yorkshire rector, as soon 
as he thinks of * k The 19th " and ** Yorkshire Regiment " together, Uncle Toby, the bright- 
est character in nil Sterne's fiction, at once occurs to him as an aid in translating the 
familiar " 19" and getting at the unfamiliar " Yorkshire Regiment." 

I am told that a victim of Mnemonics, who sees in every list a Key ! has said that the 
translations of the old numbers of the regiments from " Heath" to "Noose" (used to 
translate old regimental numbers, and for no other purpose), are meant to forma *• Key 
of 20 ** Pegs." Is the man ignorant that British regiments were known by number- 
names, and are now known by territorial names : or has the ridiculous and false way in 
which he once trained his imagination enabled it to distort in his mind the useful things 
he sees as well aa the stupid things he taught himself to fancy ? 


To make room for this note and to make it clear to the most thoughtless that it is as 
isolated facts — the old number-name to the new territorial name in each case — that the 
regiments are dealt with, we have left out some of the Correlations which were in former 

From the foregoing exercises it will be seen that there are no facts, 
however complicated, of Science, History, &c., &c., <&c, or in Daily 
Life, which my System cannot cope with and render their mastery easy 
— proving thus the greatest possible Labour-Saver and Time-Saver, and 
therefore Money -Saver. 

Let the Pupil endeavour to apply the principles involved in dealing 
with the foregoing examples to OTHER and DIFFERENT cases and 
send samples to me for criticism. 

(j^° Let the Pupil regard my Correlations as Samples merely to show 
him how Correlations are made, and let him make and memoriae his own 
in all cases. [In every case I have used the less obvious Correlations, 
leaving the most obvious for the Pupil.] Let the Pupil not fail to 
memorise the Proper Names, Dates of Births and Deaths of Great Men, 
and the Order and Dates of the Kings of England. But it would be 
better still if he learned ALL the exercises, and if he takes little inter- 
est in some of them, the better they are as a true MEMORY-TRAINER 

Let the ambitious Student who wishes to obtain the unrivalled advan- 
tages of my System as a Method of Study, as well as its power as a 
Device for memorising and as a Memory-TRAINER, write out and send 
me an exhaustive set of questions on this lesson with the replies to them. 
Let no important point be omitted. The Pupil will, if he carries out this 
suggestion in regard to this and the remaining lessons, derive great sub- 
sidiary advantages, the full benefit of which will be obvious in the Last 

Rest prom Work. — Pupils who are preparing for examination or are 
overworked in business, sometimes excuse their not sending exercises 
by saying they need all their leisure time for rest. True rest is not 
•gained in idleness, but in change of mental occupation. If a student 
works eight hours per day at his regular studies, and rests at the end of 
every two hours, by spending half-an-hour over my System, he will find 
every time he returns to his regular task that he oomes to it refreshed ; 
and he carries it on with greater zest and alacrity in consequence of his 
devotion to my System during the intermediate half-hours. Let any 
pupil make the experiment and he will soon discover that he nearly 
doubles his usual acquisition every day ! ! ! Thus doing the exercises 
in my lessons prepares my pupils to return to their other work with re- 
invigorated minds— besides giving them a new Memory and Continuity, 
which will lessen the labour over their future tasks and enable them to 
revive more readily than formerly, even what they learned before study- 
ing my System. 

flS£~ NOTICE. — That Pupil who has had no mental training — who 
cannot think at all exoept in a long familiar routine— said whose unfort- 
unate mind-wandering prevents his application to any problem for 
more than half-a-minute ! ! can yet correlate together any pair of 
"Extremes," provided he really and truly uses the Method set forth 
in the first two pages of this Lesson. If he should ever fail to corre- 
late unconnected words together in any case, he may be assured that 
it is because he has neglected to apply and make use of this Infallible 


Perhaps the most valuable result of all education is the ability to 
make yourself DO the thing you have to do when it ought to be done, 
whether you like it or not ; it is the first lesson that ought to be 
learned ; and, however early a man's training begins, it is probably the 
last lesson that he learns thoroughly. — On Technical Education, by 
Thomas Henby Huxley, LL.D., F.R.S. 



$W What do I mean by Predicating Correlation ? I mean the prac- 
tice of finding numerous predicates of a word, predicates that are re- 
lated to it through In., Ex. or Con. Suppose you desire to correlate 
the word <l Weaver " to the word " Kin," and suppose you cannot find 
intermediates as quickly as you wish to, you can turn this difficulty 
into a means of learning how to make Correlations, in all cases what- 
soever, by proceeding scientifically and exhaustively in such cases to find 
as many predicates as you can' that are related to each of these " ex* 
tremes " through In., Ex. and Con., and only indirectly to each other; 
placing over the word that sustains the relation of In. to the " ex- 
treme " the figure 1, the figure 2 for Ex., and 3 for Concurrence, 
thus : — 

8 3 3 3 3 

u The Sisters three," Linen, Cloth, Thread, Wool, Child's Loom, 

8 S3 3 8311 

Shuttleoock, Cloth, Spitalfields, Yarns, Spindle, Woof, Spider, Fate, 

8 8 8 8 3 

Web, Captain Webb, Coventry, Wool, Steam-power Loom. 

Proceed in the same way with the next extreme, " Kin," thus : — 
1 11 111 

"The Sisters three," Napkin, Doeskin, Connection, Kink, Lambkin, 

l lllll 

Kindergarten, Kintal, Kinship, Pumpkin, Relation, Manikin, Family 
l 11 1 ill 

Affection, Household Relation. Consanguinity, Cousin, Affinity, " One 

l l 

touch, &o.,'' Blood Relations, Kindler. 


After an exhaustive enumeration of all you know of each extreme 
it would be easy to make Correlations, thus :— 

Weaves. Kin. 

1. — " The Sisters three." — 

2. — Linen... Nap&in. , — 

3. — Cloth... Doesfow. 

4. — Thread... Connection. — 

5. — Thread... Snarl.. .Mink. — 

6. — "Wool. . . Lamb. . . Lambkin. — 

7. — Child's Loom... ifmdergarten. — 

8. — Shuttlecock... Throw... Kintal. — 

9. — Cloth... Sails... Ship... Unship. — 

10. — Spitalfields... Cornfields... Pump&w. — 

11. — Tarns... Sailors' Yarns... Narrative... Relation. — 

12. — Spindle... Dwindle... Dwarf...Mani^Vi. — 

13. — Woof.. .Warmth. ..Affection. . .Family Affection. — 

14. — Spider. . . Cobweb. . . Old House. . . Household Relations. — 

15. — Fate... Hopeless... Sanguine... Consanguinity. — 

16. — Web... Deceit... Cheat... Cozen... Cousin. — 

17. — Captain Web. . . Swimmer. . . Fish. . . Fin. . . Aflinity. — 

18. — Coventry. . Lady Godiva. . . State of Nature. . * * One touch, " &c. — 

19. — Wool... Hair... Hare & Burke... Accomplices in Blood... Blood 

Relations. — 

20. — Steam-power Loom.. .Engine.. .Furnace.. .Coal... -ffwidler. — 

By this practice of finding as many Predicates as possible of each 
" extreme" through In., Ex. and Con., the Pupil learns to look on 
" all sides " of a word or subject — a habit of the very greatest value — 
a habit which can be acquired by the careful dealing in this way with 
all the words in the Presidential Series, and by placing over each word 
1, 2, or 3, to show the relation that it bears to the Correlating Word it- 
self. |U^*" Let the Pupil send me a list of other words related through 
In., Ex. and Con. to each of the words in the Presidential Series. 

Readiness in making Correlations comes not from the constructive 
power of the imagination — the imagination ■ is not at all concerned in 
the act ; people can make Correlations instantly who have no imagina- 
tion — but it arises from the memory power of taking quickly an " ac- 
count of stock " of the ideas we already possess — the power of con- 
sciously summoning up all we know of a word or subject through In., 
Ex. and Con. It is the exercise of retentiveness and nothing else, ex- 
cept that revivals are limited to In., Ex. and Con. 

Remarks. — My Pupils can strengthen their retentiveness or reviving 
power by recalling and describing to friends the scenes and events of the 
day, as soon after their occurrence and as frequently as possible. Let 
them also never hear a lecture or sermon without giving as full an ac- 
count of it as they possibly can to their acquaintances. They will soon 
find in what particulars their mind wanders, and they can hereafter 
pay closer attention to such matters. It is a high attainment to be 
able to give a graphic description of a scene, a show or exhibition of 
any kind ; but I recommend this practice because it invigorates the re- 


viving power of the Memory, and helps to bring the Memory under the 
control of the Will. Let the Pnpil repeat many times every good story 
or anecdote he hears, &c. , &c. I have known many Pupils who had 
naturally no command of language, and whom the phrenologists would 
have discouraged from attempting to acquire instant control over words, 
become fluent talkers and speakers, by acting on the suggestions here 
given, and by doing all the exercises demanded by my System. And it 
does not take one-tenth of the time that one might suppose. It comes 
about so quickly that the Pupil can scarcely perceive when the change 
took place. 


There are three kinds of Levers : — 

First Order. — When the Fulcrum is between the Power and the re- 
sisting Weight. [Here the Fulcrum in the middle.] 

Second Order. — When the Fulcrum is at one end and the Weight 
nearer to it than the Power. [Here the Weight in the middle.] 

Third Order. — When the Fulcrum is again at one end, but the Power 
nearer to it than the Weight. [Here the Power in the middle.] 

Or, briefly — 

1st Order. — Fulcrum in the middle. 
2nd Order. — Weight in the middle. 
3rd Order. — Power in the middle. 

Ijg^" When, as in 1st Order, the Fulcrum is in the Middle, it is obvi- 
ous that the Power is at one end and the Weight at the other end. So 
by remembering in each case which is in the Middle,the Pupil necessarily 
knows that the other two elements are at the ends. Since both Order 
and Middle are repeated in each case, both Order and Middle may be 
disregarded, and all the Pupil has to do is to correlate [and memorise 
his Correlations], First to Fulcrum, Second to Weight, Third to Power, 
and he knows the three kinds of Levers— 

First . . .first piece. . .last piece. . .crumb. . . Fulcrum. 

Second... minute... hour., .clock... clock- weight... Weight. 

Third . . . third finger. . . ring. . . political ring. . . political power. . . Po web. 


The thoughtful Pupil will notice the following particulars in my 
Method of dealing with the above : — (1 ) In dealing with a series like 
this, Mnemonics is liors de combat without the boasted " Wheelbarrow " 
euphemistically called a "Key " — 100 objects, sometimes 500 or 1000, 
ideally placed on the floors, walls, and ceiling of rooms, or otherwise 
localised in figured situations, called " Pegs." To this series of fixed 
objects the Mnemonist " associates" by his "Links" or " Associations" 
any other series, such as the Kings of England, Popes of Rome, the 
Sixty-four Elements of Chemistry, the Thirty-nine Articles, the Dates 
of the Oxford and Cambridge successes in the University Boat Race, 
Topics or Heads of numerous Sermons, Addresses, or Lectures ; in 
short, everything and anything that is to be remembered ! ! ! — a Pro- 


crustes' Bed to which everything is to be fitted by Contortion or Dis- 
tortion, with the inevitable result of making this Anarchical Machine 
" a measure " of the Universe and of all that is therein, and the opera- 
tions of the mind of the Adapter the very Climax of Artificiality ! ! ! 
By this False Process, the Natural Sequence of Ideas in the Subject- 
Matter itself is always either introverted, perverted, or destroyed. I 
use no Key or Artificial Set of unrelated words — but by CORRELA- 
TIONS I deal directly with the things or ideas tliemselves. — (2) I do not 
even use the words Oxford or Cambridge in memorising the respective 
Dates of their successes ! ! — (3) To indicate a Date I translate the two 
last figures of it into a word, as, for 1836 I use Match, as that trans- 
lates 36 — and these Date-words I Correlate together ; and to indicate 
when Oxford won I add d or t to the Date-word, thus making in all the 
Oxford cases a word containing three sounded consonants (thus " A 
Round "=42 and "one," in 1842 Oxford won), and by exclusion and 
those words containing only two sounded consonants must be Cam- 
bridge winnings ! ! Similarly, in learning the Dates of the Battles of 
any country, we could indicate, by an added consonant, the battles 
won, and all Date-words lacking that designation must note the battles 
lost, &c. The application of this principle is varied ! ! — (4) To indicate 
the two years, 1831 and 1835, when no race was run, but in which a 
notable event occurred, I translate the entire years, as, 1831 into 
" DEAF MAID," and 1835 into " A TOO HEAVY MAIL." And to in- 
dicate the year 1877, where neither Oxford nor Cambridge won, but 
when there was a " dead heat," I use the phrase, " To have a Gig." — 
(5) Since the Putney course has been used, all but nine of the races 
have taken place on Saturday. I fix two exceptions, after having first 
Correlated the Time of the Races ; thus, " Time " — end of time — end of 
the week—' 4 Saturday." — (6) As Oxford won continuously from 1861 to 
1869, both inclusive, it is sufficient to correlate Date-words for those 
two years together, thereby inferentially indicating the intermediate 
years ! ! — (7) As there was a race eveiy year from 1856 to 1885, it would 
be sufficient to correlate together the Date-words for the Cambridge 
successes for those years, and by exclusion we should know the years 
also in which Oxford won or vice versd ! ! — (8) All the facts mentioned 
in the foot notes are indicated in the course of the Correlations ! ! and 
without the possibility of producing any confusion ! — (9) As the colors 
of both Universities are blue, it is only necessary to memorise the 
shades of blue, as is done below. — (10) In addition to the mass of facts 
treated below, my Method would enable the Pupil to attach any num- 
ber of additional facts to each of them by memorised Correlations, 
such as the number of lengths either boat won by, the names of each 
crew, &c, &c, &c, &c. 

2£^~ Read each Correlation once, analysing the relation between the 
words of which it is composed, then repeat it backwards and forwards, 
not reading it, but reviving the impression in your head: when you 
have done this quickly six times, repeat the extremes together, with- 
out the intermediates. In this way carefully memorise the entire list 
of Date-words, so thoroughly as to make concurrence between them, 
and be able to think of the Date-words and facts (cholera, &c), with- 
out repeating the intermediates, and rapidly to name, forwards or 
backwards, the years in which Oxford or Cambridge won (by thinking 
the Date-words and their indication of Oxford or Cambridge), so as to 


recite the series thus : 1829, Oxford ; 1831, Cholera; 1835, Challenge; 
1836, Cambridge; 1839, Cambridge; 1840, Cambridge; 1841, Cambridge; 
1842, Oxford, or vice versfi, &c., &c. ; then recite the entire series both 
ways at least 20 times from memory ; and then report to me how long 
it takes you to recite the series. And afterwards recite the series be- 
fore your friends, both forwards and backwards, and let them also ex- 
amine you on the lesson in any way to test your memory — never telling 
them how you learned the series — and only letting them have the ac- 
companying paper. 

*d , \..a<fc**'d ,, 


COLOURS— Boat race... bout... blue sea. ..Blub. 

OXFORD.. .ox.. .heavy.. .heavy clouds... Dark... dark coins... pence...' 
CAMBRIDGE... bridge., .arch. ..spring.. .Light. 

RACE DAY— Racing boat. . . sliding seat. . .sat.. . Saturday * 
UNI VE R8ITY— Universe. . . orb. . .motion. . .speed. ..race — 
1829. NEW BO At— Beau... maid— 
[1831.] DEAF MAID— Dress... collar— 

. ..death. . .black death. mail — 

[1835.] A TOO HEAVY MAIL— Armour... champion— 

...duel.. .fire — 

1836. MATCH— Wedding... tour— 

1839. MAP— Route...course— 

1840. RACE— Track— 

1841. ROAD— Carriage drive... circular drive— 

1842. AROUNd— Turning round... dizzy— 

1845. REEL— Stagger.. .mortal wound.. .MORTLAKE $...Killarney— 

1846. IRISH— Linen... drapers...ontntters— OUTRIGGERS I 

... oar.. .blade.. .knife... cut.. .strings — 

1849. HARP— Rapid fingering— 

1849. RAPId— Plight...bird...FOULl...waterfowl...landfowl— 

1852. LANd— Landlord— 

1854. LAIRd— Country seat— 

1856. LODGE— House... door... lock— 

1857. LOCKEt— Chain... cable... ship... keel— KEELLESS ** 

. . .lesson .. . lesson-book — 

1858. LEAF— Paper.. .folding.. .overlapping-p 

1859. LAPPEt— Tippet.. . tip up...sink— SANKtt 

...l-ose. . .stalk... stilts... Stilton — 

1860. CHEESE— Bait...trap...entrapped— 

1861. CHEATEd— Crocodile tears.. .weeP it— sackcloth and ashes— 

1869. ASHPIT- Cinders... coal— 

1870. GAS— Escaped— 

1871. CAUGHT— Taken... receipts— 

1872. GAIN — Mon ey... registered letter...envelope— 

1873. GUM— Stick.. .slip...slide— 

. . .sliding rule. . .ivory rule., .tusk— 

1874. GORE— Blood... bloodshed— 

1875. GUILt— Murder... wound— 

1876. GASH— Scar... car— 

1877. TO HAVE A GIG— Two wheels.. .equal motion.. .equal— 
...tie.. .knot... knotty... crabbed — 

...teeth on edge.. .mouth.. .gift horse... 

1878. GIFt— Bequest... question... open— 

1879. GAPE— Make faces— 

1880. FACEtr- Moon-set.. . MONDAY ^...mouldy— 


CRAB || 

* Out of 36 races over the Putney and Mortlake course, all but 9 were rowed on a 

t Not rowed owing to prevalence of cholera. X The challenge of 1834 still unaccepted. 

§ First race over the Putney and Mortlake course. 1 First Race rowed in outriggers. 

1 In this Race there was a " Foul " — that is, a collision between the Boats. 

** First Race in the present style of Boats without keels, tt The Cambridge Boat sank. 

XX Oxford won for 9 years. §§ Sliding Seats used for the first time. 

IK The Race was a Dead Heat. The Oxford bow-man caught a crab, and sprang his 
oar when leading. 

H Rowed on a Monday because of fog on Saturday. The first race postponed. 


1881. PCETId— Stench... faint- 

1882. FEINt— Combatant.. .hero— 

1883. FAMBd— Glory... bright— 

1884. FAIB— Fine.. .sunshine... moonlight.. .moon— MONDAY* 
.. . second day. . . " the waters " t — 

1885. FLUId— Flowing stream— 

1886. FISH. 


If the Pupil did not learn the 71 Sentences below when he studied 
Supplement to First Lesson, let him give special attention to this Exer- 
cise, as it is a very valuable one. When you have properly gone through 
it, and thoroughly mastered it, so as to be able rapidly, without hesita- 
tion or stumbling, to repeat the first 149 figures of the " Ratio " to your 
friends, much will have been accomplished towards general strengthen- 
ing of your memory, cure of Mind-wandering, and promotion of Self- 
confidence. And, with a little perseverance and exercise of the brains, 
any schoolboy can master so much of this Exercise. But, besides this 
general improvement of valuable faculties, the Pupil will have learned 
how to commit to memory difficult poetry, prose, conjugations, declen- 
sions, mathematical formulae, &c., by Correlations. If you want to 
know what the " Ratio " means, look to page 126 of this lesson ; all you 
have to do at present is to learn 15 of the following sentences, and by 
their aid say the 149 figures which these sentences represent, and which 
you have already written down on an exercise on your Figure- Alphabet 

Every Pupil must learn at least 15 of the following sentences by the 
aid of Correlations, if he did not learn them by Interrogative Analysis 
in Supplement to First Lesson, and then think the words in the 15 sen- 
tences, and say the 149 figures which the words in those sentences 

|£3Jp To try to learn any of the figures by repetition is not an exercise 
in my System. 

Jjy To recite the entire series of 708 Figures of this Ratio, in the 
exact order, is a feat quite impracticable to one with unassisted Natural 
Memory. To my pupils the feat is not a difficult one. 

The following sentences contain the entire series of 708 figures, 
translated in accordance with the Figure Alphabet in the Supplement 
to the First Lesson: — 

Mother Day will buy any shawl. 
My love, pick up my new muff. 

A Russian jeer may move a woman. 

Cables enough for Utopia. 

Get a cheap ham pie by my cooley. 

* Bowed on Monday, owing to Prince Leopold's Funeral taking place on the Sat- 

t See Genesis i. 7. 

%gT For complete details, see " Record of the University Boat Race," published by 
Bickers & Son, London. 


The slave knows a bigger ape. 
I rarely hop on my sick foot. 
Cheer a Sage in a fashion safe. 
A baby fish now views my wharf. 

Annually Mary Ann did kiss a jay. 
A cabby found a rough savage. 

A low dumb knave knew a message showy. 

Argus up my fire rushes. 

A bee will lose life in enmity. 

A canal may well appear swift. 

Never have tidy Dick eariy. 
Has no fear to see a new ghost. 
A beam fallen at dizzy Lulu. 

We will be a sure arch in a new pier. 
Feeble are poems home-fed. 

A butcher ran off feet soppy. 
A College shall buy my mirror. 
Shoot in a fury, ugly Sheriff. 

Naomi may give Jack half my tea. 
Shall we now cut Annie's topaz. 
Peter will shear a village hedge. 

Upon my ridges moor a fish. 

To soar lower may nudge a Jury. 
Find my map, my Chiswick. 
Now choose anew our better Eden. 

Coming near love kisses. 

Ji-Ji has jammed a whole leaf off. 
Take rough, fat, lamb-soup. 
A nice patch in a funny panel. 

Raise bad cattle, major. 

A magic fop knew a well opossum. 

Joses taught him my sole hymn. 
A sailor if vain has a rich joy. 
You allow no time for authorship. 

Let a pert lad teach us. 

A bear may muzzle a gun-case. 
My shallow cool pulp-tub. 
A lamb's pint of shady dew. 
Come off top, my newish ditty. 

A cup may dazzle at a haughty hovel. 
Refuse queer, rich, new muck. 
Baby Jenny wooing her pale cheek. 

Melt half a flakey lining. 

Any roof bought in New Cobham. 

Heave it off, my sooty deep robe. 

A tiny hoop of mamma shook a mammy. 

China warriors usually weigh each a share. 

A missive chosen at my ball. 

Stitches pin our ruffs. 

Going now amiss by our machine. 

Full looms push chains. 

No quail will shape my big pie. 

A heavy ship will soon annoy a new rock. 
Her puppy shone as a choice care. 
Bacchus may swear at any match. 

A shy heavy wife shut a bible to-day. 

Suasive weap ons win him fame. 

Cuckoos untamed are touchy. 

We buried Dobson by five. 

You love Annie Laurie,you wretch of a Doge. 

He may pick up pipes, Rachel. 

Picus is safe to accuse us. 
No Pasha may deny my awaking* him. 
Folk may run his ferret home. 
Escape it early to-day, if you may. 
Paphia's legacy pay off wholly. 

. You cannot wish to recite the Ratio of the Circumference to the Di- 
ameter without first thinking of the word Ratio. Correlate Ratio, 
as the BEST KNOWN, to the word Mother, the first word in the 
first sentence, thus : — 

RATIO. . . Relation. . . Dearest relation. . . Mother. 

And memorise the Correlation. You do not memorise it by read- 
ing it over, but by repeating it from memory forward and back- 
ward several times, always concluding by recapitulating the two 
extremes : thus, Ratio. . . Mother, Mother. . . Ratio. 
Next memorise the first sentence by Synthesis, for you must see at 
once that Analysis will not apply to the successive words in a sen- 
tence. Hence, Mother must be Correlated to Day [unless you 
know some Mother Day very well indeed, so that there is a strong 
concurrence over the word] : 


Whenever you Correlate any part of a sentence, repeat that part 
so as to re-impress the Correlation on your mind ; thus, " Mother 
Day" — She will do what ? " Day " has no analytical connection 
with (i Buy ; " so you must Correlate them together — 

F 124 

DAY.. .Day-book.. .Buyers..." BUT." 
u Mother Day will Boy "—Buy what ? 

" BUY ". ..Cash.. .Cashmere.. . " SHAWL." 
" Mother Day will buy any Shawl." 

(a) To connect the first sentence with the second, Correlate 
the last prominent word in the first to the first prominent word in 
the second, thus : 

Shawl. . . Warmth. . . Affection Love. 

Proceed in a similar way with the other sentences. 

2. LOVE. . . Lovers' quarrels. . . * k Picking a quarrel "... PICK UP. .. upstart 

...parvenu.. .NEW.. .Old.. .Old age.. .Muffled voice.. .MUFF. 

(b) Muff... Fur ...Russian. 

3. RUSSIAN...Sledge... Horse..." Gee "...JEER.. .Taunt... Excite...Stir 

. ..MOVE.. .Motion.. .Emotional... Tender-hearted... Womanly... WO- 

(c) Woman... Thimble... Rig... Rigging... Ropes ...Cables. 

4. CABLES ... Strong ... Sufficiently strong... ENOUGH..." More than 

enough "...Sir Thomas More... UTOPIA. 

(d) Utopia. . . Dreamland. . . Bed . . . Getting up ... Get. 

5. GET. .. Get-penny. . . Penny Cake. . . CHEAP. . . Cheapside. . . Coffee-house 

...HAM PIE... Hot mutton pie... Hot... Cool... COOLEY. 

(e) Cooley... Negro ...Slave. 

6. SLAVE. . . k 4 Greek Slave » '. . . Knows Greek. . . KNOWS. . . Letters. . .Cap- 

ital letters... Big... BIGGER... Smaller... Small boy... Copy book- 
Imitate... APE. 
(/) Ape... Trick... Freak... Frequently ...Rarely. 

7. BARELY.. .Seldom.. .Sell ... Licence ... Beer.. .HOP... Pole... Mast- 

Ship. . . Sea-sickness. . . SICK. . . Feeble. . . Lame. . . Lame foot. . . FOOT. 
(g) Foot... Ball... Gaiety ...Cheer 

8. CHEER.. .Christmas.. .Goose.. .Seasoning. ..SAGE.. .Wisdom.. .Folly... 

FASHION. . . Shun. . . Danger.. . Safety. . . SAFE. 

(h) Safe... Sound... Noise... Crying ...Baby. 

9. BABY... Bassinet.. . Net... FISH... Sunfish... Sunday... To-day... NOW 

...Present time ... Men o{ the Time... Biographical sketches... 
Sketches. . . VIEWS. . . Marine views. . . Land. . . Landing. ..WHARF. 
(i) Wharf... Goods... Accounts. ..Half-yearly ...Annually. 

10. ANNUALLY... Ann... MARY ANN ... Merry... Xmas... Mistletoe ... 

Kissing... DID KISS...Steal a Kiss... Theft... Jail... JAY. 

(&) Jay... Blue. ..Fly... Cab ...Cabby. 

11. CABBY... Fair.. .Cattle... Sheep ..." Lost "...FOUND... "Crier"... 

Scream... Rough Usage... ROUGH... Unpolished ... Uncivilized... 


(I) Savage. . . Wild beast. . . Roar. . . Bellow . . . Low. 

12. LOW.. .Low voice...Voioeless... DUMB... Dummy ...Cards... KNAVE 

...Nave... Church.. .Prophet.. .KNEW. ..News.. .Paper Note...MES- 

SAGE. . . Proclamation. . . Bill. . . Showbill. . . SHOWY. 

(m) Showy. . . Show. . . u Show cause ". . .Argue . . . Argus. 

13. ARGUS ...Wakeful... Early up ... UP... Sweep... Chimney. ..Grate 

...FIRE... Sparks... Fly up.. .RUSHES. 

(ri) Rushes... Rocket... Whiz... Buz ...Bee. 

14. BEE... "Busy "...Willing. ..WILL... Temper... Tempest. ..LOSE 

LIFE IN... Death... Duel... ENMITY. 

(o) Enmity... Enemy... Trench ...Canal. 


15. OANAL...Can. . .MAY.. .April. . .April Showers. ..Water... WELL... 
Spring... Rise up ... Apparition ... APPEAR ... Look ... Glance... 

(p) Swift... Current... To-day. ..Now ...Never. 

In this manner memorise all the sentences from 1 to 15 ; and, 
when that is done thoroughly ', 

Correlate — (a) (b) &c. — the Suggestive Word at the end of one sentence 
to the Suggestive Word at the beginning of the next sentence, so 
that you can recite the entire 15 sentences in the exact order rap- 

When you can do this with ease and certainty, instead of repeating the 
sentences, repeat aloud the figures which the sentences can be trans- 
lated into, and you will thus know and be able to recite the RATIO 
of the CIRCUMFERENCE to the DIAMETER, expressed by the in- 
teger 3 and 148 decimals ! After a little practice you can say them 
backwards. In repeating them either way never speak aloud the 
sentences or the Correlations, which must, of course, be perfectly 

(|gg* When you can recite from Memory the entire 149 figures in the 
exact order and without mistake, you can hand jg^* not this paper 
— but the small paper that accompanies this one, and which con- 
tains only the figures — to any acquaintance and let him hear you re- 
cite them ! Of course you will not give him the faintest idea of how 
it is done 1 ! Recite the 149 figures at least 20 times. 

Do this td as many persons as you can get the opportunity. No exer- 
cise is better than this, either for the Memory, or concentration, or 

You will find it good practice to learn the other 56 sentences by your 
own Correlations, but you need not put off learning your next lesson 
until you have finished the memorising of these. 

It will not be difficult to learn all the 71 sentences and to practice 
thinking through them and saying the figures. Doing this before 
other people, will cause amusement and astonishment, and will be 
an excellent exercise for cure of discontinuity and nervousness. 

Mnemonical teachers sometimes print a large number of figures selected 
to suit a particular scheme, so that they are known at once by one 
who understands the arrangement, but no other set of figures can be 
learned in the same way. But this set of figures is one which actu- 
ally occurs, not one arranged arbitrarily to suit a system, so of course 
any figures could be learned in the same way. 

fl^* Let me once more enjoin it upon the student to memorise at least 
the 15 sentences, exactly as I have directed, by repeating the parts 
correlated together each time, as I pointed out in the case of 
" Mother Day will buy any Shawl." Let him memorise my Corre- 
lations, if he cannot make any to send me. But, if he can, it is 
much better for him to make and memorise his own. Let him re- 
member (1) wherever his natural memory fails, (2) to CORRELATE. 
In learning Conjugations, Declensions, Poetry, &c. , &c. , a pupil must 
principally rely upon the increased memory power which my System 
has given him, but, if in any case that fails, he must Correlate. 
Thus, a student, in learning the conjugation of the French Verb 
Avoir, could never remember what followed lis in the third person 


plural of the Passe Defini, i.e., eurent. I told him to Correlate them 
and memorise the Correlations, thus : — 

ILS. . . Eels. . . Eel-pot. . . Water-pot. . . Ewer. . . EURENT. 
Similarly, he would Correlate the principal parts of irregular Verbs, 
<fcc., &c. 

*[It is often important to know the relation between a circle and 
its diameter, and to asoertain this, Euler constructed the following 
formula : — 

j = 4 tangent - 1 £ — tan. - 1 tjV + ^an. ~ 1_ 5V* 

This, translated into popular language, would be as follows : — 
v divided by four is equal to four times the inverse tangent of one- 
fifth, minus the inverse tangent of one -seventieth, plus the in- 
verse tangent of one -ninety -ninth. 
The Correlation of the above is as follows : — 

ir.. .Pie... Carved... DIVIDED... Half ...Quarter... Fourth... FOUR... 
Square... Equal Sides... EQUAL... Multiples of Equals. ..Twice as great 
...Three times... FOUR TIMES... Times. ..Leading Article... Prose... 
Verse. . . INVERSE. . . Inverted Order.. .Rank. .. Gentleman. . . Gent.. .TAN- 
GENT.. .Tan... Hide.. .Drum-head... Drum... Fife... ONE-FIFTH... Less 
than one.. .Less.. .MINUS.. .Mine ... Descent.. .Ascent... Reverse of De- 
scent—Reverse.. .Inverse... INVERSE TANGENT ... Circle... Eternity 
...Time ... Man's life ... Three-score-and-ten... Seventy ... ONE-SEVEN- 
TIETH ...Fraction... Division ...Addition.. .PLUS.. .Surplus.. .Too many 
...Many words... Conversation... Converse... IN VERSE... TANGENT. .. 
Tangible. . .Evi-dence. . . Law. . .General rule. . . " Ninety-nine times out of 
a hundred " ONE-NINETY-NINTH. 

Similarly, he would translate, and if his memory and attention are 
still weak, he would correlate and memorise any other mathematical 
formula, sentence, or proposition, the rule being to Correlate the 
Grammatical Subject to the Verb, and the Verb to the Predicate, and 
as many other words as the Pupil finds to be tiecessary. Of course he 
can often memorise a sentence by a few repetitions, but he will soon 
forget it ! ! What he learns by memorised correlations he will never 
forget. And, after a little practice, he can memorise a whole page by 
memorised correlations in half the time he could possibly memorise a 
fourth of a page by rote. 

Dr. William Rutherford, F.R.A.S., of the Royal Military Academy, 
Woolwich, founded upon Euler's formula, a computation of the ratio 
of the circumference of a circle to its diameter. This — the diameter 
being 1 — was calculated to 208 places of decimals. It appeared in the 
"Philosophical Transactions," Part II., for 1841. It was found that 
the last 56 figures of the 208 were incorrect. In 1851, Dr. Rutherford 
corrected the error and continued the calculation .to 350 decimals ; and 
in March and April, 1853, Mr. William Shanks, of Houghton-le-Spring, 
Durham, founded on Maohin's formula a calculation of the ratio carried 
on to 607 decimals He published his calculations and their results in 
1853, in a book entitled " Contributions to Mathematics.'' Mr. John 
Morgan having found some errors, Mr. Shanks corrected them and car- 

* Only students of mathematics; need read the portion between brackets. 


ried on the ratio to 707 decimals, in which form it was presented to 
the Royal Society in 1873, and is given (in figure-letters) on pages 121, 
122, 123.] 


Fikst Stage for Weak Memories— The Analytico-Synthetic 


[An enumeration of all the propositions to which a sentence is reduc- 
ible, supplemented by memorised Correlations.] 

Second Stage for Developed Memories.— The Interrogative 


[A two-fold enumeration of all the distinct ideas or thoughts of a sen- 

In committing to memory rules of grammar, definitions in the 
sciences, &c, &c., learners often make a very grave and life- long mis- 
take in trying to merely learn them by heart by endless repetitions. On 
the contrary, the Pupil should first grasp and realise the meaning and 
significance of what he wishes to have at command by converting Sec- 
ond-hand Knowledge into First-hand Knowledge. The former is 
what other people tell us. It is hearsay. It is not the result of our 
own observation or thinking. If we study Botany, or any facts that are 
addressed to the senses, we must always convert the second-hand or 
hearsay knowledge into knowledge at first-hand by having our own ex- 
perience in regard to it. We must see and handle the flowers, &c. , and 
then we can have knowledge of them at first-hand. So with Chemistry, 
Anatomy, and other departments of learning where we can have, in re- 
gard to the subject-matter, the same kind of experience which the au- 
thors of the books have had. Unless we do this, we merely learn by 
heart without any necessary absorption or assimilation of the ideas or 
views inculcated. If we read over a sentence, every subsequent re-pe- 
rusal of it is done without finding any novelty in it, and the inevitable 
result is that, in learning it by heart by means of endless repetition, the 
attention begins to wander after the first perusal ! ! Hence, those who 
learn by heart in the ordinary way become great mind -wanderers. This 
ruinous result would be avoided if they learn by intellectual absorption, 
or by converting the second-hand knowledge into first-hand knowledge. 
This can be done by analysing the sentence, or by reducing its mean- 
ing to its lowest terms or simplest form consistent with sense, and then 
adding on to this primitive form the successive modifiers of the Subject, 
Verb and Predicate, so as to restore by Synthesis its original shape, as 
was exemplified in the First Lesson and its Supplement. This should 
always be done in the case of unfamiliar abstract ideas, and in this way 
you make them your own. To illustrate : suppose the Student wishes 
to commit to memory Blackstone's definition of Municipal Law : " Muni- 
cipal law is a rule of civil conduct prescribed by the supreme power in 
a State commanding what is right and prohibiting what is wrong." 
Suppose the Student has carefully read over his exposition of the dif- 
ferent parts of this definition, and that he understands them. After 
this, he usually fixes the definition in his memory by endless repeti- 
tion ! ! And if he memorises many passages in a similar manner, he 


will become a great mind-wanderer ! Bat rather than this, let him try 
my Method as stated above. He first says — (1) Municipal law is a rale. 
(2) Municipal law is a rule about right and wrong. (3) Municipal law is 
a rule commanding what is right, and prohibiting what is wrong. (4) 
Municipal law is a rule of civil conduct commanding what is right and 
prohibiting what is wrong. (5) Municipal law is a rule of civil conduct 
prescribed, commanding what is right and prohibiting what is wrong. 
(6) Municipal law is a rule of civil conduct prescribed by t/ie supreme 
power of a State commanding what is right and prohibiting what is 
wrong. In this way his attention is enchained and interested ; and, 
proceeding from the simple to the complex by successive additions, the 
mind has time to assimilate the ideas and an intellectual growth is the 
result, and the attention is strengthened and the memory most vividly 
impressed, and he will retain the comprehension of the definition as 
long as he lives. If his memory and attention are both weak, he may 
have to repeat the recital several times from memory [not by reading 
it over and over again] , and he should then consolidate the definition 
by memorised Correlations, and similarly in other cases, he finally suc- 
ceeds in making Blackstone's idea permanently his own. Again, a Pu- 
pil sends me the following definition of the First Law of Motion, taken 
from a recent work : " A body in a condition of relative rest continues 
in that state until some force acts upon it." Before seeking to under- 
stand the meaning of this sentence he must acquire a clear idea of the 
difference' between absolute and relative rest. Then he proceeds — (1) 
Rest continues until some force acts upon it. (2) Relative rest con- 
tinues until some force acts upon it. (3) A body at relative rest con- 
tinues until some force acts upon it. (4) A body at relative rest con- 
tinues in that state until some force acts upon it. (5) A body in a condi- 
tion of relative rest continues in that state until some force acts upon 
it. Again, take the sentence " Mother Day will buy any shawl." You 
proceed thus — (1) Mother buys a shawl. (2) Mother buys any shawl. (3) 
Mother will buy any shawl. (4) Mother Day will buy any shawl. 
Again, take the sentence — " The active principle of the stomach is a 
hydrolytic ferment named pepsin. " Presuming that the pupil has care- 
fully ascertained the exact meaning of the words so that he knows pre- 
cisely what the sentence means, he then goes on to fully assimilate that 
meaning thus: (1) The principle is a ferment. (2) The principle is a 
ferment named pepsin. (3) The active principle is a ferment named pep- 
sin. (4) The active principle of the stomach is a ferment named pepsin. 
(5) The active principle of the stomach is a hydrolytic ferment named 
pepsin. In a similar manner the Pupil will proceed with any other sen- 
tence containing ideas that are unfamiliar to him or a sentence contain- 
ing familiar ideas, but in an unfamiliar form ; and let him note that, if 
only one or more points are new to him, he should manage to bring that 
in early in reconstructing the sentence, so as to have the benefit of the 
renewals of that idea as many times as possible in connection with what 
was before familiar. Suppose in the last sentence the idea new to him 
was that the ferment was hydrolytic; then he might proceed thus: (1) 
The principle is a ferment. (2) The principle is a hydrolytic ferment. 
(3) The principle is a hydrolitio ferment named pepsin. (4) The prin- 
ciple of the stomach is a hydrolitic ferment named pepsin. (5) The 
active principle of the stomach is a hydrolytic ferment named pep- 


" Generally speaking, a person of unsound mind cannot make a con- 
veyance of land." 

(1) A person cannot make a conveyance. (2) A person cannot make 
a conveyance of land. (3) A person of unsound mind cannot make a 
conveyance of land. (4) Generally speaking, a person of unsound mind 
cannot make a conveyance of land. 

" An agent selling property of his own to his principal must disclose 
the fact." 

(1) An agent selling property. (2) An agent selling property to his 
principal. (3) An agent selling property of his own to his principal. 
(4) An agent selling property of his own to his principal must disclose 

" No injustice is done to a person by an act to which he oonsents." 
(1) Injustice is done. (2) No injustice is done. (3) No injustice is 
done by an act ^(4) No injustice is done to a person by an act. (5) No 
injustice is done *to a person by an act to which he consents, 

" He who is a friend loves, but he who loves is not necessarily a 

(1) A friend loves. (2) He wlvo is a friend loves. (3) He who is a 
friend loves, but he is a friend. (4) He who is a friend loves, but he 
icho loves is a friend. (5) He who is a friend loves, but he who loves is 
not a friend. (C) He who is a friend loves, but he who loves is not 
necessarily a friend. 

u The first principle and source of good writing is to think justly. " 
(1) The principle is to think. (2) The principle is to think justly. 
(3) The first principle is to think justly. (4) The first principle of 
writing is to think justly. (5) The first principle and source of writing 
is to think justly. (6) The first principle and source of good writing is 
to think justly. 

'' I thank God I am no more afraid to die ; but as cheerfully put off 
my doublet at this time as ever I did when I went to bed." 

(1) I am afraid. (2) I am afraid to die. (3) I am no more afraid to 
die. (4) I thank Goal am no more afraid to die. (5) I thank God I 
am no more afraid to die ; but put off my doublet. (6) I thank God I 
am no more afraid to die ; but put off my doublet at this time. (7) I 
thank God I am no more afraid to die ; but cheerfully put off my doub- 
let at this time. (8) I thank God I am no more afraid to die ; but as 
cheerfully put off my doublet at this time as when I went to bed. (9) I 
thank God I am no more afraid to die ; but as cheerfully put off my 
doublet at this time as ever I did when I went to bed. 

" A sense organ is a structure forming the peripheral* termination 
of a sensory nerve', and specially differentiated so as to react on a spe- 
cial kind of stimulus." 

(1) An organ is a structure. (2) A sense organ is a structure. (3) A 
sense organ is a structure forming the termination of a nerve. (4) A 
sense organ is a structure forming the termination of a sensory nerve. 
(5) A sense organ is a structure forming the peripheral termination of a 
sensory nerve. (6) A sense organ is a structure forming the peripheral 
termination of a sensory nerve and differentiated to react. (7) A sense 
organ is a structuro forming the peripheral termination of a sensory 

* Peripheral means pertaining to or constituting the surface of a body [from <5reek : 
veri around, and phere to bear.] 



nerve and differentiated to react on a stimulus. (8) A sense organ is a 
structure forming the peripheral termination of a sensory nerve, and 
specially differentiated to react on a stimulus. (9) A sense organ is a 
structure forming the peripheral termination of a sensory nerve, and 
specially differentiated so as to react on a stimulus. (10) A sense organ 
ia a structure forming the peripheral termination of a sensory nerve, 
and specially differentiated so as to react on a kind of stimulus. (11) 
A sense organ is a structure forming the peripheral termination of a 
sensory nerve, and specially differentiated so as to react on a special 
kind of stimulus. 

44 Sensation is a simple mental state resulting from the stimulation 
or excitation of the outer or peripheral extremity of an in-carrying or 
sensory nerve." 

(1) Sensation is a state. (2) Sensation is a mental state. (3) Sensa- 
tion is a simple mental state. (4) Sensation is a simple mental state 
resulting from stimulation. (5) Sensation is a simple mental state re- 
sulting from the stimulation of a nerve. (6) Sensation is a simple men- 
tal state resulting from the stimulation or excitation of a nerve. (7) 
Sensation is a simple mental state resulting from the stimulation or 
excitation of the extremity of a nerve. (8) Sensation is a simple mental 
Btate resulting from the stimulation or excitation of the extremity of a 
sensory nerve. (9) Sensation is a simple mental Btate resulting from the 
stimulation or excitation of the extremity of an incarrying or sensory 
nerve. (10) Sensation is a simple mental state resulting from the 
stimulation or excitation of the outer extremity of an inoarrying or 
sensory nerve. (11) Sensation is a simple mental state resulting from 
the stimulation or excitation of an outer or peripheral extremity of an 
incarrying or sensory nerve. 

" Aleu &pl<TT€V€tv koI {nc*ip6xoy ifxnepai &Wcav." 

(1) Alcv apl<TT€v*iv. (2) Aicy apiarevciv teal (3) Ate? dpur 

T*V€ll> Kal VTT € tp 6 XO y ifl.UCVCU. (4) Ai6V dplOTfVtlV Kol fV7Tflp6xoy i/ifMVU 

&\\wv. (Iliad, vi. , 208.) 

" Jus accreacendi inter mercatores locum non habet." 
(1) Jus accreacendi. (2) Jus accreacendi non habet. (3) Jus accrea- 
cendi locum non habet. (4) Jus accresoendi inter mercatores locum non 

Take the sentence "Any work that deserves thorough study, de* 
serves the labour of making an Abstract ; without which, indeed, the 
study ia not thorough." (1) The study is thorough. (2) The study is 
not thorough. (3) Without which, indeed, the study is not thorough. 
(4) Any work deserves the labour of making an Abstract ; without 
which, indeed, the study is not thorough. (5) Any work that deserves 
tfvorough study, deserves the labour of making an Abstract ; without 
which, indeed, the study is not thorough. Again, u Wise men ne'er sit 
and wail their loss, but cheerly seek how to redress their harms." (1) 
Wise men sit and wail their loss. (2) Wise men ne'er sit and wail their 
loss. (3) Wise men ne'er sit and wail their loss, but seek to redress 
their harms. (4) Wise men ne'er sit and wail their loss, but seek hots 
to redresa their harms. (5) Wise men ne'er sit and wail their loss, but 
cJieerly seek how to redress their harms. Again, " Sweet are the uses 
of Adversity, which, like the toad, ugly and venomous, wears yet a 
precious jewel in her head;" (1) Sweet are the uses of Adversity. (2) 
Sweet are the uses of Adversity, which wears a jewel. (3) Sweet are 


the uses of Adversity, which wears a jewel in her head. (4) Sweet 
are the uses of Adversity, which, like a toad, wears a jewel in her 
head. (5) Sweet are the uses of Adversity, which, like a toad, ugly and 
venomous, wears a jewel in her head. (6) Sweet are the uses of Adver- 
Bity, which, like a toad, ugly and venomous, wears yet a jewel in her 
head. (7) Sweet are the uses of Adversity, which, like a toad, ugly 
and venomous, wears yet a precious jewel in her head. Again, " This 
England never did nor never shall lie at the proud foot of a conqueror." 
(1) England lies at foot of a conqueror. {2) England lies at the proud 
foot of a conqueror. (3) This England lies at the proud foot of a con- 
queror. (4) This England never did lie at the proud foot of a con- 
queror. (5) This England never did nor never shall lie at the proud foot 
of a conqueror. 


An incomparable mode of securing the compreliension and retention of 
a sentence, is to analyse its successive parts by an exhaustive series of 
questions and answers. In this way, the Pupil transforms the Second - 
Hand Knowledge into First-Hand Knowledge. WHEN HIS MEMORY 
TENCES, say from 100 to 200, by Interrogative Analysis, he will 
thereafter find it to be the most rapid and fascinating mode of learning 
by heart. In all respects, it is unlike learning by rote. In learning by 
rote, if the Pupil by accident really does absorb the meaning of a sen- 
tence, he attempts to do it by dealing with it at u one fell swoop ; " 
but in using the method of Interrogative Analysis the Pupil must con- 
stantly think. To ask questions, he must study the meaning and pur- 
port of the sentence, and to frame his answers he must continue his 
scrutiny of the sentence with sleepless vigilance. Every separate 
thought in it is doubly grappled with — first in the question and next in 
the answer — and thus each idea is separately considered twice in relation 
to all the other parts of the sentence; and by recalling the entire sen- 
tence each time he answers a question, and by emphasising the special 
part that constitutes the reply [in print or writing by italicising it], he 
fixes permanently in mind not only all the ideas of the sentence but al- 
so its exact verbal form. Let the Pupil most carefully study the appli- 
cation of this Method to the sentence lately dealt with by the Analytico- 
Synthetio Method, to wit — u The active principle of the stomach is a 
hydrolytic* ferment named pepsin.' 1 

(1) What is the active principle of the stomach ? — u The active prin- 
ciple of the stomach is a hydrolytic ferment named pepsin. " (2) What 
is the character of the ferment which constitutes the active principle of 
the stomach? — "The active principle of the stomach is a hydrolytic 
ferment named pepsin." (3) What is the nature of that watery sub- 
stance of the stomach which constitutes its active principle? — "The 
active principle of the stomach is a hydrolytic ferment named pepsin." 
(4) Of what organ in the human body' is the hydrolytic ferment the 
active principle ? — " The active principle of the stomachic a hydrolytic 
ferment named pepsin. 1 ' (5) What is the name of the hydrolytic fer- 

* Hydrolytio means pertaining to water [Greek, hydor, water ; and logos, discourse.] 


ment in the stomach which constitutes its active principle? — "The 
active principle of the stomach is a hydrolytic ferment named pepsin." 
(6) What is the character of that principle of the stomach which is 
known as the hydrolytic ferment named pepsin ? — "The active principle 
of the stomach is a hydrolytic ferment named pepsin." (7) What fac- 
tor in the operations of the stomach does the hydrolytic ferment named 
pepsin constitute ? — " The active principle of the stomach is a hydroly- 
tic ferment named pepsin." 

But in the case of poor untrained memories, neither the Analytico- 
Synthetic Method nor the Method of Interrogative Analysis will suffice 
to retain the precise form of expression permanently. Memorised Cor- 
relations become necessary, and will continue to he necessary in learn- 
ing by heart until the poor memory has been transformed into a good 
one. [Although 1 must confess that hundreds possessing very weak 
memories have declared that they memorise prose and poetry with great 
rapidity by the Interrogative Method alone, and that they never forget it.] 
After the above sentence has been comprehended by the foregoing Meth- 
od the poor memory must usually resort to Memorised Correlations, 
perhaps in this way-: — 

ACTIVE... chief actor... warrior prince... PRINCIPLE.. .interest.. rest 
. .. rest for digestion. . . digestive organ. . . STOMACH. . . machination. . . ma- 
chine... press. . .hydraulic press... HYDROLYTIC... droll.. .laughter.. .ex- 
citement ... FERMENT .. . firmament. ..sun .. . heat.. .burning.. .pepper.. . 

As an example for the application of Interrogative Analysis to a long 
passage, I have selected Mr. G. R. Sims' skit on the London weather of 
the summer of 1886 [The Referee, August 22], a piece so recent as not 
likely to have been learned by any of my Pupils — 

THE BAROMETER.— By a Lunatic Laubeatz. 

I bought a barometer last July 

To foretell the wet and foretell the dry, 

And now I reside in my lonely hall 

And watch the mercury rise and fall. 

It will fall to " Stormy" and rise to "Wet" 

And down to ' * Gales " I have known it to get, 

But never one day since last July 

Has it stood at " Fair" or at " Fine" or " Dry. n 

I have watched my barometer day and night, 

But it won't go up to the wished-for height. 

I tap at the glass, and I shake the stand, 

And I twiddle away at the index hand ; 

I gave it a bang in an angry pet, 

But still the mercury sticks at ■• Wet" ; 

Then I tear my hair and I rave and cry, 

" Yon beast 1 but I'll make you point to ' Dry.'" 

I have lighted a fire around its base, 

Tve turpentine-plastered its gloomy face ; 

And leeches I've put on its blistered back, 

And Tve given it many a sounding wback. 

It has gone to " Stormy," " Unsettled," " Snow," 

But to anything fair it declines to go ; 

In vain are the thousand tricks I try — 

That blessed barometer won't say "Dry." 


I have smashed the thing into fragments small. 

And the mercury's running about the hall ; 

And the feet of the people passing by 

Are pierced with the pieces of glass that lie ; 

And the elegant case of the instrument 

Over the wall of the garden went. 

I'll no barometer own, not I, 

That all the summer won't point to *• Dry." 

Who bought a barometer last July? — 4I 7 bought a barometer last 
July." What was my -action in regard to a barometer last July ?— " I 
bought a barometer last July." What did I buy last July? — * 4 I 
bought a barometer last July." When did I buy a barometer?— %4 1 
bought a barometeffaftt July. " For what purpose did I buy the barome- 
ter last July?—' 4 To foretell the wet and foretell the d/y." To foretell 
what did I buy that barometer ?— 4i To foretell the wet and foretell the 
dry." Is there any contrast between the objeots or events to be fore- 
told? — l< To foretell the wet and foretell the dry." Now recapitulate 
from memory — 

I bought a liarometer last July 

To foretell the wet and foretell the dry. 

But what am I doing now? — "And now I reside in my lonely hall. 5 ' 
Who now resides in my lonely hall ? — 44 And now 1 reside in my lonely 
hall." What am I now doing in my lonely hall ? — 4t And now I reside 
in my lonely hall. 1 ' Where do I now reside ? — 44 And now I reside in 
my lonely haU:' What kind of a hall is that in which I now reside ? — 
41 And now I reside in my lonely hall." What lonely place is that in 
which I now reside ? — i 4 And now I reside in my lonely haM. " What else 
am I now doing in my lonely hall ? — 4 ' And watch Hie mercury rise and 
fall." And how is my attention engaged ? — " And watch the mercury 
rise and fall.* What am I watching ? — u And watch the mercury rise 
and fall. " What does the mercury do ? — u And watch the mercury rise 
Mid fall. 1 ' Is there any dissimilarity in the movements of the mercury ? 
— t4 And watch the mercury rise and fall." Now recapitulate from 
memory — 

I bought a barometer last July 
To foretell the wet and foretell the dry, 
And now I reside in my lonely hall 
And watch the mercury rise and fall. 

To what places will the mercury go ? — 4i It will fall to ' Stormy ' and 
rise to 4 Wet: " What will fall to * 4 Stormy " and rise to u Wet ? "— It 
will fall to 4 Stormy ' and rise to ' Wet.' " Is the aotion of the mercury 
different in the two oases ?— 44 It will/aC to * Stormy * and rise to 4 Wet. » " 
If it rises to 4t Wet," will it then descend to some other place ? — t4 And 
down to ' Gales ' I have known it to get." To what place will the mer- 
cury descend ? — *' And down to 4 Oaks' I have known it to get." And 
what have I known about the movement of the mercury ?— " And down 
to ( Gales * I have known it to get. Now recapitulate — 

I bought a barometer last July 

To foretell the wet and foretell the dry, 

And now I reside in my lonely hall 

And watch the mercury rise and fall. 

It will fall to " Stormy " nnd rise to " Wet," 

And down to " Gales " I have known it to get. 


How many times during one day since last July has the mercury 
stood at 44 Fair " or at " Fine " or " Dry ?"— "But never one day since 
last July has it stood at * Fair ' or at * Fine ' or ' Dry. ' " For how long 
did the mercury not stand at * 4 Fair " or at " Fine" or *' Dry " since 
last July ? — " But never one day since last July lias it stood at " Fair ' 
or at *Fine' or 4 Dry.'" Since when has the mercury never stood 
for one day at "Fair" or at "Fine" or " Dry"?— 44 But never one 
day since last July has it stood at 'Fair' or at 'Fine* or "Dry.' " 
How has the mercury never been for one day .since last July relative 
to " Fair " or " Fine " or ** Dry ' ? — But never one day since last July 
has it stood at * Fair * or at * Fine ' or 'Dry.' " In which one of three 
positions has the mercury never Btood for one day since last July ? — 
" But never one day sinoe last July has ic stood at 4 Fair ' or at * Fine * 
or 'Dry. 1 " The transition from one verse to the next is easily made. 
For instance : How do I know that the barometer has never for one 
day since last July stood at * ' Fair " or at " Fine " or " Dry " ? Answer : 
[Because] •'/ have watched my barometer day and night" Who has 
watched my barometer " day and night " ? — kt 1 have watched my ba- 
rometer day and night." How have I busied myself day and night? — 
" I have watched my barometer day and night." What have I watched 
day and night ? — ' * I have watched my barometer day and night " ! ! 
During what times have I watched my harometer ?- u I have watched 
my barometer day and night" Do I realise my hopes in regard to the 
barometer rising V — "But it won't go up to tfiewished-for height." What 
is it that won't go up to the wished-for height? — " But it (tie mercury) 
won't go up to the wished-for height." Where will it not go ? — k * But 
it won't go up to the wished-for height." Is the height to which it will 
not go a matter of desire or aversion? — " But it won't go up to the 
wished-for height." To what position will it not go? — " But it won't 
go up to the wished-for height." In my disappointment what do I do ? 
— "I tap at the glass and I shake the stand," W/to taps at the glass 
and shakes the stand? — "/tap at the glass and /shake the stand." 
What is it I tap at and what do I shake ? — ** I tap at the glass and I 
shake the stand. " What do I do to the glass and what to the stand ? — 
I tap at the glass and I shake the stand." Do I play with the index 
hand in a light and tremulous manner ? — " And I twiddle away at the 
index hand." At what do I twiddle away ?— " And I twiddle away at 
the index hand. " Not confining myself to the hand of the barometer, 
but thinking of all its intractabilities, do I get excited? — "I give it a 
bang in an angry pet. 1 ' To what do I give a bang? — 44 I give it a bang 
in an angry pet." What do I give it? — 4t I give it a bang in an angry 
pet." In what mood do I give it a bang ? — " I give it a ban* in an an- 
grg pet 11 In what kind of a fit of peevishness do I give it a bang ? — 4i I 
give it a bang in an angry pet." Does this bang make the mercury 
move up ? — 4< But still the mercury sticks at « Wet. 1 " Does the mercury 
now stick at "Wet?"— 44 But still the mercury sticks at 4 Wet. ,,> At 
what place does the mercury stick ? " But still the mercury sticks at 
' Wet. 1 " How is the mercury held at ' 4 Wet " ?— " But still the mer- 
cury sticks at ' Wet ' " After all these humiliating defeats, do I become 
frantic ? — " Then I tear my hair and I rave and cry, * You beast ! but 
I'll make you point to ' Dry ' ! " How do I exhibit my rage ? — ** Then 
I tear my hair, and 1 rave and cry 4 You beast ! but I'll make you 
peint to 4 DryM" What vocal exclamation ensues? — "Then I tear 


my hair, and I rave and cry l You beast/ but Fll make you point to 
'Dry' /" Do I personify the barometer, and, if so, what term do I 
apply to it ? — '• Then I tear my hair and I rave and cry k You beast! 
but I'll make you point to 4 Dry '! " Am I still resolved to succeed ?— - 
" Then 1 tear my hair and I rave and cry 'You beast ! but TU make 
you point to ' Dry ' ! " To what point am I determined to make it go ? 
— '• Then I tear my hair and I rave and cry * You beast ! but I'll make 
you point to 'Dry 1 / " What have I done to carry out my unflinching 
resolve ?— •*/ have lighted afire around its base," &c, &c. Similarly 
deal with the two remaining verses, and send your work to me for 

" An infant cannot exercise a power of appointment over real prop- 

(1) An infant cannot exercise. (2) An infant cannot exercise a power. 
(3) An infant cannot exercise a power of appointment. (4) An infant 
cannot exercise a power of appointment over property. (5) An infant 
cannot exercise a power of appointment over real property. 

The same Interrogatively Analysed. 

(1) Who cannot exercise a power of appointment over real property ? 
— "An infant cannot exercise a power of appointment over real prop- 

(2) Can an infant exercise a power of appointment over real prop- 
erty?— "An infant cannot exercise a power of appointment over real 

(3) What kind of act in reference to appointments over real property 
cannot an infant perform ? — "An infant cannot exercise & power oc ap- 
pointment over real property." 

(4) What kind of power cannot an infant exercise over real prop- 
erty ? — ' * An infant cannot exercise a power of appointment over real 

(5) What kind of property is that over which an infant cannot exer- 
cise a power of appointment ? — " An infant cannot exercise a power of 
appointment over real property." 

|3F"" There are several other modes of working out the Interrogative Analysis where 
the Comprehension is the main thing and the Retention of the exact expression is not in- 
sisted on. One of these is given below. Let the Pupil realise that by the Interrogative 
Analysis he cements new ideas on to old ones— that by exercising his own mind on the 
whole and all the parts of novel statements he manages to cause the unhabitual ideas to 
become, as it were, intercalated with his familiar knowledge, and that, in this a«similat- 
ing manner, facts and principles hitherto foreign and strange to him, become familiar 
and entirely his own, new ideas become the same as if he had originated them. 

" The intermarriage of near relatives has been universally believed to entail degenera- 
tion upon the offspring, and the act has been condemned. 1 ' 

(1) What has been condemned ?— -" The intermarriage of near relatives." (2) Why has 
it been condemned ?— " Because it has been believed to entail degeneration." (8) Degen- 
eration npon whom ?— " Upon the offspring." (4) Has the opinion been general ?— " It 
has been universal." (5) What has been universally believed ? — *• That the intermarriage 
of near relatives entails degeneration npon the offspring." 

44 Hibernation is the term applied by naturalists to express a peculiar condition of sleep 
in which certain animals (chiefly Cheiroptera and Rodentia) pass the winter season." 

(1) What is Hibernation ?— 44 It is a peculiar condition of sleep." (2) Who so applied 
it ?— »* Naturalists." (8) Do they so apply it to particular animals ?— " Cheiroptera and 
Rodentia." (4) When is this peculiar condition of sleep shown ?— " In the winter." (5) 
What does it do for these animals ? — " It enables them to pass the winter season." What 
then is Hibernation ? — " Hibernation is the term applied by naturalists to express the pe- 
culiar condition of sleep in which certain animals (chiefly Cheiroptera and Rodentia) pus 
the winter a ~ 


" Hittology is the science which classifies and describes the structural or morphological 
elements which exist in the solids and fluids of organized bodies." 

(1) What is Histology ? — ** Histology is the science of organized bodies." (2) Of what 
is it the science ?— «* It is the science which classifies and describes the structural ele- 
ments of organized bodies." (3) What other term is associated with Structural t — •* Mor- 
phological." (4) Where do these elements exist [structural or morphological] ?— *• They 
exist in the solids and fluids of organized bodies." (5) What does Histology do ?— *' It 
classifies and describes the structural and morphological elements which'exist in the sol- 
ids and fluids of organized bodies." 

14 Homology, in Anatomy, is the term now used to indicate structural correspondence, 
while the term Analogy is employed to indicate functional resemblance." 

(1) In what science is Homology used ?— ** In Anatomy." (s.) What does it indicate ?— 
•* Structural correspondence. " (8) What is meant by structural correspondence?—" It 
means similarity of relation in organs of animals as regards general structure or type." 
(4) In what does it differ from Analogy? — •• Analogy indicates * Functional Resemblance. 1 
while Homology indicates structural correspondence." (5; What is functional resem- 
blance ? — " It means a resemblance in the action* performed by different organs in the 
same animal, or by similar or unlike organs in different animals. 11 (6) How is Homology 
used in Anatomy Y — " Homology, in Anatomy, is the term now used to indicate structural 
correspondence. 11 (7) How is Analogy used ?— ** The term Analogy is employed to indi- 
cate functional resemblance. 11 ' 

Remarks.— Reading over my Analysis merely gives the Pupil an idea of the application 
of the Interrogative Method ; but if he makes his own Analysis of these verses, or of 
others, or of a passage of prose, and then at least once or twice per day for two week* re- 
cites from memory, first his Analysis and immediately after the passage without the Anal- 
ysis, but exactly as it was printed or written, he will make the method so familiar, that 
hereafter he can apply it with so much rapidity and certainty, that he can usually mem- 
orise a passage of prose or poetry by a single painstaking Interrogative perusal. 
And when a child has learned my System, he should never be allowed to learn 
anything by mere rote. If he is required at first to write out his Analyses of all he 
learn*, he will soon become so enamoured of the Method that he will always use it from 
choice, and always with the best results, and thus avoid the ruinous habit of Mind-wan- 
dering, and at the same time become a prodigy of quick and never- failing acquisition. 
Mental operations, in a general way, can be reduced to three successive stages : Sensa- 
sions, Perceptions, and Reason, (a) Sensations, where impressions reach the brain 
through the Touch, Taste, Smell, Sight, or Hearing— the last two being the most vivid. 
As learning by rote is little more than learning a succession of sights [written or printed 
words], or sounds [spoken words], there is mainly involved only Sensations, with scarcely 
any intellectual assimilation of ideas ; and the reason that we learn a passage in our own 
familiar language more easily than we learn a passage of equal length in an unfamiliar 
language is obvious— in the former case the sounds of the words are familiar, and only 
the succession of them has to be committed to memory ; but in the latter case we must 
memorise not only the unfamiliar sounds, but also the' succession of them. Many, when 
children, have learned passages of Latin and Greek which they translated ; in later life 
they can often repeat the passages, but they cannot translate them ! ! I This proves con- 
clusively that when we learn by heart by means of mere repetitions, the mere sensations 
of sight and sound have alone been permanently impressed on the mind. In learning by 
rote, the literal words and exact expression are everything and the sense nothing, or next 
to nothing ; but in learning by my Method, the sense is everything, but it is so absorbed 
and assimilated that the exact expression is necessarily carried with it. <&•) Pebcbftion, 
or the Relation among Sensations, is developed by the action of the mind upo* the raw 
material furnished by Sensation, (c) Reason, or the Relation among Relations, is a 
mental action still further removed from Sensation. Thus we see that where ideas or 
thoughts are expressed in a sentence, and no sentence is without them ; learning by rote 
does not absorb them. This method of endless repetition may temporarily memorise the 
exact form of expression, but it scarcely ever assimilates any of the ideas. But Interrog- 
ative Analysis compels the Pupil to absorb all the ideas, and thus he receives a vivid 
Fibbt Ikpbession of all the operations of Perception and Reason, in regard to both of 
which learning by rote gives no first impression at all. Its superiority to rote-learning ?s 
obvious from another point of view. Learning by rote requires constant reviews, or the 
acquisition is lost forever ; but after the Memory and Attention have been thoroughly de- 
veloped, by having made and memorised many Correlations, what is then learned by In- 
terrogative Analysis is permanently retained without review or any more pernoaK 
Again : learning by rote requires a long time, and the method promotes mind-wandering* 
but learning by Interrogative Analysis is rapidly done after the first trials and a little pre- 
liminary practice, and it fortifies and strengthens both functions of the Attention to a 
most surprising degree H and after a time the Pupil can, with practical instantaneousness. 
comprehend the most complex and unfamiliar statements, and quickly memorise them. 


I have received numerous Testimonials from Acton and Clergymen, stating that this 
Method had been a revelation to them, for it ensured their rapid memorisation of their 
parts or sermons and a clear insight into the meaning of all they learned ; from Lawyers, 
averring that this Method had taught them how to examine witnesses, and draw from 
them all the pertinent facts they knew, and to arrive at every possible construction of any 
section of a Statute ; from Grammarians, stating that the practice of this Method had 
taught them to realise the functions of the Parts of speech more clearly than they had 
ever known them before; from Frivolous People who had never learned anything before, 
declaring that this Method had taught them to think— and from all alike the statement^ 
comes : that this Method secures Comprehension and Ketention agreeably, uo matter 
what the prose or poetry may be, and in very much less time than those results could be 
secured by any method that they had ever known before learning my System. I will only 
add, as an encouragement to the weakest-minded, that I discovered the Interroga- 
tive Method in teaching an idiot to recite from memory the Lord's Prayer when all other 
devices had failed. 

Let the Pupil send me at least five sentences of his own selection, dealt with by him ac- 
cording to Interrogative Analysis. 


The following exercise is intended for all Pupils, but especially for 
those who wish to deserve a place on the " Loisettian Roll of Honour." 
Any man may much astonish his friends if he can say " write down 
three figures," and then " three more," and so on until ten sets are writ- 
ten down *, and then at once repeat the figures, both in threes and singly, 
backwards and forwards. That you may do when you can quickly turn 
figures into words together. Always manage that some time shall 
elapse between writing down the different sets of figures, so that you 
can translate each set into words and correlate the words together as 
f ast as you make them, and then you can recite the figures without 
delay ! This you can do by asking different persons to write down a 
set, &a, &c. Subjoined is a series of twenty figure-words connected 
by Synthesis and Analysis. Memorise the correlations, and then exer- 
cise yourself in thinking the figure -words and saying the figures back- 
wards and forwards. 

DaMaoe. . . . hurt. . . .frightened .... white .... LiLies .... flowers .... Covent 
Garden.... MaRT.... shop.... photographer's shop.... CaMena,... camel hair beard.... Rufus.... shot in a wood.... hide in a 
wood. . . . aMBusH. . . . cocoa tree .... chocolate .... vaNiLla. . . . confections. . . . 
cooked. . . . dressed. . . . DBess. . . . BOBeD. . . . coronation robes. . . . king. . . . viiciNG 
....TalKiNG.... talk.... DiaLOGue.... after dinner....FRuiT.... sweets.... BaBy 
Boy.... clothe .... CLove .... cloven.... MiTRe.... mighty.... Devil.... imp.... 
iMPisH. . . . demon.. . . aNGeL 

136, 550, 841, 734, 951, 682, 480, 

396, 825, 140, 491, 877, 177, 157, 

841, 999, 758, 314, 185, 896, 265. 


Now write down thirty other figures, three figures at a time, trans- 
late each set into a word or phrase, and then connect by Correlations of 
your own : memorise, and repeat the figures both ways. This pre- 
liminary practice will prepare you to ask your friends to write down 10 
or even 20 or more sets of three figures each for you to repeat for- 
wards and backwards from memory 1 1 



The following examples are intended to show the Pharmaceutical 
Student how to memorise the preparations of the British Pharma- 
copoeia. The proportion oE the aotive ingredient in the preparation is 
indicated by a number- word ; the nature of the preparation (as powder, 
tincture, infusion, &c.) to which this word refers, is indicated by the 
initial letter of the number-word, according to the scheme given be- 
low. If the student wishes to memorise merely the proportions of the 
active ingredients, he will proceed as in the case of the waters, mixtures, 
decoctions, «fcc. If he wishes to memorise not only the proportion, 
but the time taken in making the preparation, he will proceed as in the 
case of the Infusions. The same model will show him how to mem- 
orise additional facts, exceptional cases, &c. If, however, he desires to 
remember every preparation of a given kind in the Pharmacopoeia, he 
will take as his model the scheme of the Confections. When it is found 
how easily these figures can be memorised by my System, and when it 
is remembered that the only other way in which such facts can be mem- 
orised, is by sheer brute force of endless repetition, the Student will be 
in a position to appreciate the value of my System. 

The nature of the preparation is indicated by the initial letter of the 
number- word, as follows : 

Decoctions ... 
Plasters ... 

Enemas . 

... W. 

K sound. 


Tinctures (with rectified Spirit) T. 
44 (with proof Spirit) St. 

Glycerines Gl. 

Infusions F. 

Liquors ... 
Pills (bolus) 
Spirits ... 
Syrups ... 
Liniments (rubbed) 

... L. 
Sh, J or G. 






Cherry laurel. 
Peppermint ) 
Spearmint j" 



Iceland Moss 

WATERS— W. 1 in 

, .dilatory. . Jazy. . . bed. . . garden. . . Weeds 10 

, . camphor pilules. . . cold, .wipe nose. . . Wipe shoes 960 
, . carry away. . . rubbish. . . Weeds 10 

, . fence. . hedge. . box-edging. . garden. . . Weeds 10 

.cinder... fire... water... Wave 8 

. cherry tree. . . timber. . . sawyer. . . Wood-sawyer 1£ green peas... duck... web feet 

. . . web. . .Weave loom 858 
Wedded son Hi 
White 1 

White 1 

Winoes 200 

. allspice. . . spliced. . . married. . 
.white rose... 

. operation. . . painful. . . 


Decoctions... I in 

.alleys. . .narrow street. . .blocked. . . Detains 120 

.ice... snow... ball... Dance 20 


Cinchona ... rink., .stone... hardware... dough... Dotage 16 

Pomegranate ...hard stone... date stone... Dates 10 

&o. &a 


Ammoniacum and Mercury... amateur... match... 1 in 

plowing match... Plow a hill 5 

Belladonna ...belle... beauty... Plain 2 

Calefaciens ...warmth... fleece... pure wool... Plain wool 25 

C antharides . . . Spanish fly. . Spain. . Malaga. . raisins. Plum 3 

Brown Soap . . .Pears' soap. .Erasmus Wilson. . Play. .Will's son 5^ 

&c. &c. 


•mr • { Grains in 

Mass...maize...corn...grain... } each j^^ 

Aloes ...wean... baby... Nurse 40 

Assafcetida ...devil's dung... Satan... Enemy of 

mankind. . .Enemies 30 

Sulphate of Magnesia... Epsom salts.. .Epsom... 

grand stand. . . aristocracy. . . No roughs 480 
ruffian... murder... Rufus (480).. .red hair... brunette... 

olive brown... Olive Oil * 
Opium ...poison... kill... Enemies 30 

thirty... dirty... wash... water... Drop [thirty drops of Tinct. Opii.] 
&c. &c. 

All Infusions are made with boiling water, except Chiretta and 
Cusparia, which are made with water at 120° ; and Galumba and 
Quassia, which are made with cold water. The time required to 
make the infusion is given in minutes. 

Infusion., .boiling water. .. egg-boiler. . . three minutes Minutes. 

cold water. . . cold in the back. . . lumbago. . . C alumba 
• room... crush.. .squash.. .Quassia 

.* ( less dense ) 
lc ? e l thick ice \ 

dense (120°) .. . dentist. . . bicuspid. . . Cusparia 

pariah. . . India. . . Indian Bitters. . . Chiretta 

INFUSIONS— F. Strength. Time. 

Chamomile . . . camp. . . drill. . . Fence 1 in 20. . . dud 15' 

Orange Peel ...peal... bell wire.. .wire 

fence... " 1 " 20.,.duel 15' 
Compound Orange.. Blenheim orange.. apple 

. . . pine apple. . . pine. . . Mrs 1 " 40.. . taU 15' 
Buchu . . . ewe. . . sheep . . . goats. . . 

Gruyere cheese... Fancy 1 " 20... cheese 60' 
&c. &c. &o. 

* Each Enema contains 1 oz. of olive oil. 



Grs. in 1 oz. 

AmmoNIACUM . . . ammonia. . . smelling bottle. . . lady. . . Madam 13 

Almonds ...almond cake., wedding cake., match. Matches 60 

Cre asote . . . sickness. . . sea sickness. . . ship. . . Mate 1 

Chalk ...prepared chalk., face-powder., lady.. Madam 13 
Compound IRON... Iron & wood... iron clad... man of 

war. ..Man a sail 2*5 
Guaiacum . . . ache. . . headache. . . dirty head 

. . . matted hair. . . Matted 1 1 

Scammony Money 2 

Compound Senna... biliousness... Mopish 96 





. Brand's beef. . . no fat. . . Greece. . . 

CONFECTIONS— K or C h " d . 
. laudanum. . . toothache. . . Carious ) ^ . 40 

carious. . . tooth. . .molar, .vgrind. . .powder ) 








. . .hairy seeds. . . hair. . . 


• . . rosy cheeked. . . apple. 

wild rose 




. . .money-bank. . . Bangk 




common purgative 
Senna ...senna tea... tea-caddy... Cadet " 11 

brimstone and treacle 
Sulphur ...furious... insult... "you Coon, sir" " 2£ 

hell fire 



Turpentine ...Dick Turpin... pistol... rifle... Corps " 74 



Oil, milk, or any other fatty mucilaginous substances are used to 
protect the coats of the stomach against the operation of oil of vitriol 
and other acid and corrosive poisons : — Add. . . .curd. . . .curdled milk 
milk. . . .butter melted butter. . . .oiL 

Soap and Sulphide of Potassium are antidotes against arsenic and 
other metallic poisons : — Metallic. . . .lick . . .cat-lick. . . .wash. . . .soap 
. . . .potash-soap. . . .potassium. . . .sulphide of potassium. 

Narcotic poisons are neutralized by vinegar: — Narcotics. .. .clock 
ticks. . . .time. . . .age. . . .vintage. . . .vinegar. 

Prussic acid is neutralized by alkalies and freshly precipitated oxide 

of iron : — Prussic add sick. . . .lie down. . . .alkali. . . .lie on the side 

....adds of iron. 

Wine, brandy, coffee and camphor, are used to rouse those who have 
taken laudanum or any other preparation of opium : — Opium. . . .opium- 
eater. . . .intemperate .... brandy .... wine beverage .... coffee. . . . 

cough cold camphorated spirit. . . .eamph&r. 

Mucilage, camphor and oil, neutralize cantharides :— Cantharides 
. . . .hair-grower .... bald .... age. . . . mucilage. . . .mew. . . .cat. . . .fur 
camphor. . . .comfort. . . .ease. . . .smooth. . . .running. . . .oil. 

Ten drops of ammonia in a glass of sugared water will sober a tipsy 
man : — Drunk alcohol. . . .volatile spirits. . . .volatile alkali am- 
monia to moan. ... to *Igh (10 drops) . . . .pathos. . . .sweet tears. . . . 

sugared water. 

In the case of every date-word that I give, as well as in regard to all 
my Correlations, I earnestly advise the student to make his own, and 
memorise them thoroughly, and send them to me for criticism, using 
mine as examples or illustrations only. 

The most abstract definition ever drawn up, is the following one of 
Evolution, by Herbert Spencer. Let the Pupil, as an optional exercise, 
send me his Correlations or Interrogative Analysis for cementing the 
different parts of it together, and also for memorising the caricature, 
and the citations from Mr. Spencer and Mr. Ruskin. 

" Evolution is an integration of matter and concomitant dissipation 
of motion, during which the matter passes from an indefinite, inco- 
herent homogeneity, to a definite, coherent heterogeneity, and during 
which the retained motion undergoes a parallel transformation." 

[Mb. Kibkman's Travesty of the above.] 

" Evolution is a change from a nohowish, untalkaboutable, allalike- 
ness, to a eomehowish and in-general talkaboutable not-all-alikeness 
by continuous somethingelseifications, and sticktogetherations." 

44 Amid the mysteries which become the more mysterious the more 
they are thought about, there will remain the one absolute certainty, 
that he is ever in presence of an Infinite and Eternal Energy, from 
which all things proceed. n — Herbert Spencer. 

The following trenchant lines oontain Mr. Buskin's opinion concerning thoughtless stu- 
dents of evolution :— " It is every man's duty to know what he to, and not to think of the 


embryo he was, or the skeleton that he shall be. Darwin has a mortal fascination for all 
vainly carious and idly speculative persons, and has collected, in the train of him. every 
impudent imbecility in Europe, like a dim comet wagging its useless tail of phosphores- 
cent nothing across the steadfast stars." 

[Rbmabks. — (1) Evolution does not attempt to account for the Origin of the Univerre, 
nor offer any hint as to how it is upheld and continued in existence from age to age. (2) 
If, as is claimed, the above formula expresses the modus operandi of all astronomic, geolog- 
ic, biologic, psychologic and Rociologic changes in their general course, it must be obvioui 
that such multiform and widely unlike changes could not have taken place in conformity 
to suoh a strict formula or Law, by mere accident / / / or even a concourse of accidents! ! 
This inference is very different from the ordinary argument from Adaptation. That ap- 
plies to separate, individual cases. But this is universal, and it is exhaustive too. It 
starts with origins (which are assumed), and follows the history of everything — worlds, in- 
organic matter, organisms of all kinds, and mind too— and it proclaims that Evolution has 
guided ceaselessly all their operations from the first without exception ! ! Hence, if Evo- 
lution were established it would itself furnish a scientific proof of irresistible conclusive- 
ness that the Universe and its Laws have had a Supreme Designer. (8) Meanwhile it is 
clear that, in its highest sense. Evolution has, as Mr. Gladstone claims, been believed in 
for centuries, and it certainly is exemplified in the cases of three speculative writers of 
this century. John Stuart Mill, an Agnostic nearly all his life, finally evolved into a main- 
tainer of Theism, as appears from his three celebrated Essays. Mr. John Fiske, the most 
capable disciple of Mr. Spencer, has already evolved into a Philosophical Theist I ! See 
his book, " The Idea of God, as affected by Modebn Kkowlfdge." Mr. Spencer, after 
relying for years upon a blank, colourless, incomprehensible Unknowable, has at length 
evolved into a believer in " the one absolute certainty of an Infinite and eternal Eft- 
EBGY, from which all things proceed J I " There is more in this than might at first ap- 
pear. Mr. Spencer has progressed (a) from the conception of an nncharacterisable, unan- 
alysable, UNKNOWABLE, to the very definite idea of ENERGY, (ft) An Energy that is 
Infinite and Eternal, (c) An Energy from which all things proceed, as their Creator or 
Origin, (d) An INTELLIGENT Energy, if Evolution be true, since, according t» that 
doctrine, everything whatsoever does not obey the impulse of Chance or Blind Fate, but 
is always and invariably DEVELOPING in conformity to the speoiflo Mode and Direction 
of Evolution I I I Should he fortunately survive a few years longer, may we not reason- 
ably hope that this modern Pantheist will still further evolve, and at last become a believ- 
er in the Infinite and Eternal God ? 1 

The foregoing reference is justified here, because if, as is sometimes rashly claimed, Ev- 
olution dethrones God, it would deprive Him of the glory of having created Memory— the 
most precious gift to man — without which Life would only consist of present sensations, 
and be devoid of any enjoyment in prospect or retrospect — with no materials on which im- 
agination, Conscience, or Reason could operate, and without which Progress and Civiliza- 
tion were impossible. 


8t3F° NOTICE. — It is an achievement, grand in its results, to master 
my System in its character as a Device for Memorising any facts What- 
soever— but it is a grander achievement to master it as a System of 
Memory-TRAINING, so that the Natural Memory becomes so strong 
that it no longer requires the aid of my System as a Device for Mem- 
orising. In this case, facts are united in the Memory by an Instantane- 
ous Gordian Knot. To help secure this object, I recommend the Pupil, 
before commencing this Lesson, to go over all the previous exercises 
again, if he has not already memorised them thoroughly and in the ex- 
act manner required by my instructions. 



By Gordian Knot I do not mean the application of my System to numbers or geography, 
or history, or any of the sciences in particular — bat I mean by Gordian Knot to express 
the RESULT of my System of Memory-training. This result, if my directions are 
thoroughly attended to, is such a strengthening of the natural memobt that facts are 
held by it as firmly as if tied wit a the knot of Gordius— held without the use of my Sys- 
tem as a device for memorising. In this lesson I aid the pupil by further exercises to 
continue his memory-training, and I suggest further methods to help him do this rapidly 
and usefully. 

In Answers to Ever-Recurring Questions it is stated that my 
System has been christened by my Pupils "Instantaneous Memory" 
from the RAPIDITY with which whatever has been learned by it is 
RECALLED. I can communicate in a personal interview, in the space 
of one hour only, my entire Unique Theory "of Physiological Analysis 
and Synthesis— together with the two grand features of my Original 
System of Memory-Training, whereby the First Impression is in all 
cases made most vivid, and its subsequent Revival made sure and im- 
mediate, by MEMORISING examples of Analysis, and by making and 
MEMORISING Correlations. After the Pupil has thus learned the 
complete Theory of my System, he still needs to have a good deal of 
practice to acquire the dexterity in its use which practice alone* gives. 
Of course Pupils who learn my System by Correspondence have to Study 
my Instruction Papers without any personal tuition, and although it is 
no tedious process to acquire my System in this way, it is not learned 
so quickly as where a personal exposition is given ; but it is still thor- 
oughly acquired if genuinely studied ; and, in fact, many of my best 
Pupils are persons whom I have never seen. 

Now suppose a Pupil has correlated one " extreme " to " another ex- 
treme " and has followed my invariable requirement in memorising the 
Correlation, and he now wishes to recall the second " extreme," what 
takes place ? Why, the moment he thinks of the first "extreme" the 
second "extreme" instantly occurs to mind. There is no delay — no 
pause — no summoning up of a story, and separating it into parts, and 
making a vain effort perhaps to find out which was the " other ex- 
treme ; " no attempt at recalling a mental picture, two-thirds of which 
has vanished from the memory while the remaining third only serves 


to pat you on a fake scent The application of my Method instantane- 
ously recalls the fact which the Correlation had cemented to the first 
extreme. If any hesitation ever occurs, it is sure proof that the Cor- 
relation was not memorised in the thorough manner always insisted upon 
by my System. 

There is another result which, after the Lessons are finished, all my 
faithful Pupils will be sure to find out in their future use of the System. 
I have just adverted to the instantaneous RECALL of any fact properly 
fixed in the mind by my System. I now allude to the MAKING of the 
Correlation in the first instance. 

I. — The more Correlations the Pupil makes, the more easy the mak- 
ing of them insensibly becomes. Ninety-nine persons out of a hundred 
are satisfied with making them with constantly increasing rapidity as 
time goes on and experience accumulates. But many prefer to make 
them slowly and thoughtfully, and they refuse to take any steps to be- 
come able to make them rapidly. Such persons acquire the full power 
of my System, except in the matter of time. 

But, if they have occasion to make hundreds of thousands of Correla- 
tions in a brief period in order to remember great masses of facts, they 
can, if they follow my directions, save much time. 

IL — The careful making of 5000 Correlations does not so much con- 
tribute to the practically instantaneous forging of the memory- chain as 
does the making and thorough memorising of 50. — Nor is this all— 

III. — Hitherto, as the Pupil has had quite enough to do to acquire 
the method of making Correlations, I have simply enjoined the mem- 
orising of every one he makes. But the time has come to speak of the 
proper manner of memorising them. The quick recital of the inter- 
mediates of every Correlation both ways, whilst learning them by heart, 
helps to impart the power to make new intermediates instantly. Here- 
after this should always be done by all who would acquire the full power 
of my System. Rapid repeating of memory-intermediates contributes to 
rapid making of them. The time spent in attaining the ability of in- 
stantly manufacturing memory-intermediates differs in the case of dif- 
ferent individuals, according to temperament, and the painstaking be- 
stowed upon always rapidly memorising t/ie Correlations. 

IV. Those who may have found difficulty in making Correlations, can 
soon overcome this difficulty by making a Correlator of 25 words con- 
nected by In., Ex. and Con., every day for two weeks — analysing each 
and memorising it — always connecting the first word in the second-day 
series to the last word in the first series by analysis, so that in 12 days 
he has made a Correlator of 300 words constituting an unbroken chain, 
each word being united to the next either by In. , Ex. or Con. , and, the 
whole memorised, he will thenceforth be able to make Correlations easily 
and rapidly. 


Let the Pupil memorise the sentences that spell the Saturdays of the 
months of 1886, and he can adapt them to other years. 

When the first Saturday falls on the first day of the month, the sen- 
tence "Do have dull Nanny Nebo " will apply, except to February 


when it has only 28 days ; * in this latter case, the last word Nebo must 
be left out.f 

Does the sentence contain an entreaty? — u Do have dull Nanny 
Nebo. " What is the point of the request ? — " Do have dull Nanny Nebo. " 
What is the intellectual character of Miss Nanny Nebo ? — " Do have 
duU Nanny Nebo." What is Miss Nebo's Christian name ? — " Do have 
dull Nanny Nebo." What is the surname to which Nanny belongs ? 
"Do have dull Nanny Nebo.' 1 

When the first Saturday falls on the second of the month, the sentence 
" Now, boy, touch a numb mouse," always applies. [When the second 
day of February is its first Saturday, the sentence may be l ' Now, boy, 
touch Nemo."] When is the request made to touch a numb mouse ? — 
"Now boy, touch a numb mouse." Who is requested to touch the 
mouse ? — " Now boy, touch a numb mouse." What is the boy requested 
to do ? — " Now boy, tmich a numb mouse." Are all the functions of the 
mouse in full activity? — "Now boy, touch a numb mouse." What 
numb animal is the boy requested to touch ? — " Now boy, touch a numb 

When the first Saturday is the third of the month, this sentence ap- 
plies — " My days take newer might." [Here the last Saturday is 31st. 
In September, April, June and November, there are only 30 days. The 
last word therefore must be disregarded or another sentence taken, as : 
— "My ties deck Norah."] Whose days take newer might? — " My 
days take newer might." Is it my days, months or years that take 
newer might? — "My days take newer might." What is the action or 
my days in regard to newer might ? — "My days take newer might." 
Is it more recent or older might that my days take ? — " My days take 
newer might." What newer thing do my days take ? — " My days take 
newer might. " 

When the first Saturday falls on the fourth day of the month, the fol- 
lowing sentence always applies: — "Hero taught Davy Noel." Who 
taught Davy Noel ?•— " Hero taught Davy Noel.'' What was Hero's ac- 
tion in regard to Davy Noel ? — "Hero taught Davy Noel." What was 
Noel's christian nnme ? — "Hero taught Davy Noel." What was the 
surname of the man Hero taught ? — " Hero taught Davy Noel." 

When the first Saturday falls on the fifth day of the month, the fol- 
lowing sentence always expresses all the Saturdays of that month : — 
" Will Dan daub a niche ? " Is any inquiry made here ? — " WiU Dan 
daub a niche?" In regard to whom is the question asked? — "Will 
Dan daub a niche ? " What untidy act in regard to the niche is in- 
quired about ? — "Will Dan daub a niche ? " What is it which is asked 
if Dan will daub ?— " Will Dan daub a niche? " 

When the first Saturday is the sixth day of the month, this sentence 
always applies : — " A shy dame knows a knock." What is the character 
of the dame who knows a knock? — "A shy dame knows a knock." 
What shy person knows a knock ? — " A shy dame knows a knock." Is 
the shy dame slightly acquainted with or positively sure of the knock ? 

* February has 28 days, except in Jeap year, which recurs every fourth year, when the 
number of the year is exactly divisible by 4. In the latter case it has 29 days. 

t When the sentence provides for one Saturday more than them is in the month in 
question, all the Pupil has to do is to disregard the last word, or substitute another sen- 
tence, as shown below. 



* l A shy dame knows a knock." What is it the shy dame knows ? — " A 
shy dame knows a knock." 

When the first Saturday falls on the seventh day of the month, all the 
Saturdays of that month are expressed by the figures which the follow- 
ing sentence represents : — " A hack tore a naughty knave." . What tore 
a naughty knave V — " A Jiack tore a naughty knave." What act did the 
hack perform upon the naughty knave V — " A hack tore a naughty 
knave." What was the character of the knave ? — " A hack tore a 
naughty knave." What naughty person did the hack tear ? — " A hack 
tore a naughty knave." 

The dates of the first Saturdays in each month in 1886 are expressed, 
in order, in this sentence : — No judge m&y delay my gamis/ier. 

Let the Pupil allow his friends to take an ordinary almanack and 
question him as to the day of the week that any day in any month of this 
year falls on. And in subsequent years he can make his own Memory- 
Almanack from an ordinary almanack by fixing merely the dates of the 
Saturdays of each month. For 1887 the following sentence will answer : 
They lie fow, way cringe &mid lo&m. He will find this Memory-Alma- 
nack of great use to him if he learns it thoroughly. 

There are many other methods of knowing the day of the week any 
day in the year falls on. This is the most simple and easy, and does 
not require a quick faculty of arithmetical calculation. 

Knowing in this manner the first Saturday, even the non-mathemat- 
ical mind that knows also the sentences expressing all the Saturdays 
[and he can easily memorise them by the use of correlations or Interrog- 
ative Analysis] , can instantly tell on what day of the week any day in 
the month falls in this or any other year for which he has prepared and 
learned the Saturday words. As some are accustomed to think of Mon- 
day as the 2nd day, and others as Feria 2, it needs less thought to add 
2 for Monday than 1, and so it is better that the days fixed by the fig- 
ure-words be Saturdays rather than Sundays. 

Example.— On what day of the week does the 29th of June fall ? 

Answer. — The last Saturday of June is the 26th [Will Dinah daub 
a niche.] ; Sunday is 27, Monday 28 and Tuesday the 29th. Again, on 
what day of the week does the 15th of December fall ? The Saturdays 
of December are '* Hero t&ught Davy Noel." The 15th is between the 
11th and 18th. The 18th is Saturday, the 17th Friday, the 16th Thurs- 
day and the 15th is Wednesday. 

To tell the Day of the Week of any Date in this Century. 

This may be done by Mentally going through the following little calculation : 
Add together— The quotient of the last two figures of the year divided by 4 ; the re- 
mainder of the last two figures of the year divided by 7 ; the number of the given date; 
and an addendum (given below) for the month. The remainder of this result divided 
by 7 will give the day of the week. 

The following Correlations will help to the memorising of this : 

Day of week... day of month...tonr weeks in month... result of division by 4...four 
weeks and three (la,ya...remainder of division by 7. number. ..number of date... 
date-palm*... desert.. .silent.. dumb.. .addendum... add... add alt together... together... one 
family..." we are seven"... divide by 7.. .unite.. .unity. ..strength... main force... remainder 
is number of day of week. 

June... Junius.. .u«...0 
August.. .gust... howling wind.. .how.. .5 
September. . .ember. . .ashes. .. wood. .. 1 
October. . .octavo. . .hymn book. . .hy ran. . .3 
November.. .gnomon... sundial.. .watcA... 6 
December.. .dying year...adieu...l 


Addenda for the months- 
January.. .janitor.. .door.. .house.. .home.. .8 
(January.. .Jan.. .Ann [2] lady...lady'8 pro- 
posal... leap year) 
February., .febrifuge.. .hutfe... 6 
(February... 29th Feb.. .leap year ... leap... 
heeJ...6.— If there is no remainder when 
the year Is divided by 4, it is a leap year.) 
March. .. Foot .. .sAoe.. .6 
April.. .ape.. .Darwin.. .win... 2 

Some examples will make the method clear :— 

On what day was the 24th May, 1819, the date of the birth of Queen Victoria ? 

Quotient of 19 by 4=4 ; remainder of 19 by 7=5 ; number of the date=24 ; addendum 
for May=4 ; Total=87, which divided by 7 leaves 2. iniww, 2d day, i.e., Monday. 

On what day was the 14th April, 1866. the date of the death of Abraham Lincoln ? 

Quotient of 66 by 4=16 ; remainder of 66 by 7=2 ; number of the dates 14 ; addendum 
for April =2 ; Total =84, which divided by 7 leaves 6. Answer, 6th day, i.e., Friday. 

On what day was the 6th of May, 1821, the date of the death of Napoleon 1st ? 

Quotient of 21 by 4=5; remainder of 21 by 7=0; number of the date=5; addendum 
for May =4 ; Total =14, which divided by 7 leaves 0. 

Notice that when there is no remainder, the day is Saturday ; therefore ; Aruwer= 

Remarks. —In Synthesis, Predicating Correlation, and in this Lesson, I have given 
numerous illustrations where numbers are involved. But my System, unlike Mnemonics, 
does not find its special function to consist in its application to numbers. My System 
applies wherever there are ideas, thoughts or impressions of any kind whatsoever to be 
cemented together. I oonld have filled these three Lesson Papers with applications to the 
Sciences, Practical Arts, &c., where numbers would have been involved only incidentally. 
And, if my System is more powerful in one respect than in another, it is in learning by 
heart prose and poetry, in mastering the entire circle of the Sciences, History, Sic. 

Dealing with numbers is rather difficult to the beginner. So, in his interest, I selected 
the examples I have presented, because they familiarise him with Dates and Numbers in 
all their uses, and because also those examples offer the greatest possible variety of work 
for practice, and because those examples are most useful for Mental, and especially 
Memory Training , and finally, because of their great practical utility to all. At the 
same time the Pupil has acquired the invaluable Art of Correlating. Hereafter, he will 
make other applications of my System already provided for in principle in these lessons, 
and hence, they will cost him no trouble to deal with if he has really mastered these 

Whereas, if I had filled these three Lesson Papers with applications to the Sciences 
only, many would not have cared for such applications, and all would have found it 
more difficult themselves to have applied my System to such examples as are contained 
in these Lessons. I may also remind the pupil of the many applications I have already 
made of it to cases where Numbers are not involved, and to the further fact that the 
whole of the next and Last Lesson are taken up with matters where Numbers are not 
brought into play. 


I. — The following application of my System is extremely dangerous 
to all who have not had thorough practice in Analysis. Those who have 
not had such practice should not proceed further, until they have pa- 
tiently analysed afresh the Presidential, Dough Dodo, and Heptarchy 
Series, and ail my Correlations, as well as all their own ; or, what is 
better still, until they have made a Correlator of 500 or 1000 words, 
analysed it and thoroughly memorised it. It is only in one of these 
ways that the Pupil realises the full power of the relations of In. , Ex. 
and Con. And after this cultivation of the Memory to the quick appre- 
ciation of these relations, even very weak ones become vivid to him. if 
he make them himself. Sometimes, in the Higher Analysis and Synthe- 
sis, a Pupil feels the connection most keenly, and yet it is impossible 
for him to formulate the designation of what it precisely is. 

Before applying the Higher Analysis and Synthesis to historical facts 


it would be better to master at least one book of history in the manner 
described in the next lesson. After that, in carrying on historical 
studies, occasions will frequently occur for the application of In., Ex., 
and Con. to recorded facts. * 

Inclusion embraces cases where the same kind of facts or the same 
principles were involved, or where different events happened during 
the same period ; or the same figures occur in different dates with regard 
to somewhat parallel events. For instance, Garibaldi (the Italian), and 
Skobeleff (the Russian), both great and recklessly patriotic generals (In- 
clusion), and both favourites in France (Inclusion), died in the same 
year, 1882 (Concurrence) ; Longfellow and Rossetti, both English-speak- 
ing poets (Inclusion), died in the same year, 1882 (Concurrence). 

See also examples, 1, 2, 3, 5, 6, 7, 8, 10, 11. 

Exclusions imply facts from the opposite sides relating to the same 
events, conspicuously opposite views held by the same man at different 
periods, or by different men who were noticeably similar in some other 
respect ; or antithesis as to the character or difference in the nationality 
of different men in whose career, date of birth, or what not, there was 
something distinctly parallel. What a vivid Exclusion there is here, 
for instance: — The Patriarch Abraham died 1821 B. C, and Napoleon 
Bonaparte died 1821 A. D. 

See also examples, 2, 3, 4, 6, 7, 11. 

Concurrences are found in events that occur on the same date, or 
nearly so, even if they have not much else in common. Dr. C. Darwin, 
who advocated Evolution, now popular in every quarter of the globe, 
and Sir H. Cole, who first advocated International Exhibitions, now 
popular in every quarter of the globe, were born in the same year, 1809, 
and died in the same year, 1882 — double Concurrence. Many Coinci- 
dences are Concurrences. For instance, on Sunday, 21st November, a 
great meeting, called by agitators claiming to represent "the unem- 
ployed," was held in Trafalgar Square, professedly to "stir up" the 
upper classes to an appreciation of the want by the poor of work, wages, 
and food. The collect for that day in the Common Prayer Book com- 
mences with the words, * c stir up ; " the Gospel for the day records the 
assembling of "a great company," and the asking of the question, 
" Whence shall we buy bread that all these may eat ? " (John vi. 5). 
The agitators allege that unfairly low wages are paid to match-box 
makers, seamstresses, and other workers ; and in the first evening Les- 
son occur the words, * ' I will be a swift witness . . . against those that 
oppress the hireling in his wages" (Mai. iii. 5). 

See examples 1, 3, 4, 5, 6, 7, 8, 9, 11. 

As in ordinary Recollective Analysis, so in the Higher Analysis, one 
case frequently includes two and sometimes all three — In., Ex., and Con. 
Moreover, when two events are looked at together, there may be Con- 
currence as to one pircumstance, Inclusion as to another, and Exclusion 
as to a third. 


(1) Two renowned mathematicians, Euler and D'Alembert (who both 
dedicated some of their works to members of reigning families), died in 

* Similarly, Doctors, Lawyers, Clergymen, &c, &c, can apply these principles to 
their own special cases. 


1783 (JalAjo/ him). JVAlembert — who died in the year of the treaties 
of Paris and Versailles (3 Sept. 1783), recognising the independence of 
the United Slates of America, at the conclusion of a war in which the 
FrenclL had sided with America — was born in 1717 (wood-cutting), date 
of the foundation by the French of the city of New Orleans. 

The former part of this example is a specimen of Inclusion, and the 
latter of Concurrence. 

(2) Two illustrious, uncompromising characters (Inclusion), both brill- 
iant essayists (Inclusion), the one a representative of the music of the 
future, the other of the obsolete polemic of the past (Exclusion), 
Richard Wagner and Louis Veuillot were born in the same year, 1813, 
and died in the same year, 1883 (*hey ha«e time — (hey hate fame). 
The last point is a double Concurrence. 

(3) Two foremost harbingers of modern thought (Inclusion), Voltaire 
and J. J. Rousseau, died in 1778 (I think o/you) — (Concurrence). Both 
gained for themselves the reputation of having been the most reckless 
antagonists of Christianity (Inclusion). And still the one dedicated a 
church to the service of God, whilst the other in his ' * Emile " wrote a 
vindication of Christianity (Exclusion as to each of them, Inclusion as 
to both of them). 

(4) Albrecht Diirer (1440-1528), the famous realistic German painter, 
died in 1528, and Paul Veronese (1528-1588), the great Italian colourist, 
was born the same year (oddly enough). Both were painters (Inclusion) ; 
one was the greatest of artists in black and white, the other famous for 
his brilliant colouring (Exclusion). In the same year the one was born 
and the other died (Concurrence and Exclusion). 

(5) Lisbon was ruined by an earthquake in 1755 (hot coal-hole). In 
that same year (Concurrence) the discovery of the ruins of Pompeii was 
published to the world, thus reviving the recollection of the overwhelm- 
ing of that city by a volcano. Both cities were destroyed by subter- 
ranean disturbances (Inclusion); the ancient event became generally 
known when the recent one happened (Concurrence). 

(6) Galileo, founder of Modern Astronomy, born in 1564 (tall watch- 
er) died in 1642 (a teacher won or (he journey) y the very year in which 
Sir Isaac Newton was born. Galileo's theory was not proved but merely 
made probable until the existence of the laws of gravitation was estab- 
lished, and it ^ras Newton who discovered gravitation. This is an in- 
stance of inclusion as to the men themselves, of Exclusion and Concur- 
rence as to common date of birth and death. 

(7) Two prominent Utterali (Inclusion), one a Frenchman, the other 
an Englishman (Exclusion), well known for the pomposity and sonority 
of their style of writing (Inclusion), were born in the same year, 1709, 
and died the same year, 1784 (to gossip, take over) — a double Concur- 
rence — Lefranc de Pompignan (pompous) — (In. by S.), Johnson. 

(8) General Foy, an orator and artillery officer, fond of literature, 
was born the same year (Concurrence), 1775 (tangle), as the orator (In- 
clusion), Daniel O'Connell. He died in 1825 (divine Jaw), the same 
year (Concurrence) as Paul-Louis Courier, who was also artillery officer 
(Inclusion), fond of literature (Inclusion) and moreover, like O'Connell, 
a violent pamphleteer (Inclusion). 

(9) Haydn, the great composer, was born in 1732 (tongue of men), and 
died in 1809 (the hea'y sob)\ this date corresponds to that of the birth 
(Exclusion and Concurrence) of another famous composer (Inclusion), 


Mendelssohn, who himself died in 1847 {devouring), the same year as 
, ConnelL 

(10) End of Augustus' Empire at his death, 14. End of Charle- 
magne's at his death, 814. End of Napoleon's at his abdication, 1814. 

This is simple Inclusion as to the empires, and Inclusion by Sound 
as to the dates, " 14 " being in all, and " 814 " in two of them. 

(11) Mary Stuart, for some time Queen of France, born in 1542 (to 
learn) — 100 years before the death, at Cologne, of another Mary, Queen 
of France (Marie de Medicis) — was married to the Dauphin of France 
(afterwards Francis II.) in 1558 (dual life). This same date is that of 
Elizabeth's accession to the throne. This date again coincides with the 
death of the Emperor Charles V., and the commencement of the down- 
fall of Spain, England's most powerful rival. Under this same Eliza- 
beth, 1588 (rtiey leatfe a/ew) the great Catholic invasion was frustrated 
by the destruction of the Armada, whilst 100 years later, 1688 (to sh&ve 
off), a Protestant invasion (William III. 'a) was invited by the Parlia- 
ment and welcomed by the people. Bunyan, the great Protestant 
writer, died that very year. 

Let the Pupil point out the In., Ex. and Con., in this example, as I 
have in the others ; and send his analysis to me, accompanied by other 
specimens selected as well as analysed by himself. 

See page 160. 


Pupils sometimes ask how months and days, as well as years, can be 
memorised. They ought to see, from specimens already given, how to 
deal with hours and minutes as well, if need be. We here illustrate 
one method of dealing with months and days. The day of the month 
on which any king came to the throne, and the length of his reign, may 
be fixed thus : — For the name of the month take the equivalent figures 
of the first two consonants, thus :— For January (Jan.) 62, February 
(Feb.) 89, March (Mar.) 34, April (Apr.) 94, May (m-m) 33, June (n-n) 
22, (62 having been already used for January), July (Jul.) 65, August 
(Gus) 70, September (Sep.) 09, October (Oct.) 71, November (Nov.) 28, 
December (Dec.) 10. For the day of the month keep always two 
places, that is, where there is only one figure, prefix a nought : taking 
(in the case of Henry L) for 5th, 05. Keep two places, in the same 
way, for the years of the reign ; e.g. , in the case of Mary, 06. There 
will then be no difficulty in distinguishing in the Date Phrase the year 
of accession, the month, the day of the month, and the length of the 
reign. Take the phrase in the case of William the Conqueror : * ' The 
wise judge got through any day." Tou have already memorised the 
Correlation between William I. (wit) and " the wise judge " (1066), and 
have only to learn the rest of the phrase, " got "=71= hard c and t= 
October. '« Through "=14, i.e. , " got through '» means ' ' October 14 " 
and William I. dated the commencement of his reign from Oct. 14th, 
1066. " Any day "=21, and reminds you that William I. reigned 21 
years. In the same way you can extend the other date words or 
phrases which you have memorised in connection with the English 
kings. Here are some specimens : — 

William I., 1066, Oct 14—21 yrs. . . .The wise judge got through any 



William II., 1087, Sep. 26—13 yrs... Deceiving is punished, Amy. 
Richard L, 1189, Sep. 3 — 10 yrs. ...The day of hope is happy as amity 

Edward II., 1307, July 8 — 20 yrs. ...A damask shawl has often ease. 
Mary, 1553, July 6—6 yrs. ...A tall elm-hedge less shews age. 

Elizabeth, 1558, Nov. 17—45 yrs. ...Dual life inviting rule. 
George I., 1714, Aug. 1 — 13 yrs. ...A Doctor walks a set time. 
George IV., 1820, Jan. 29 — 11 yrs.. ..Toughness I shun on a bath day. 
Victoria, 1837, June 20th ...Day of Maying known once. 

These are awkward sentences, but can be easily learned by the aid of 
memorised Correlations, or Interrogative Analysis. 


Roman emperors. . . imperial era. . . ear. . drum. . . beat. . knock (27). .. wound 
. . .swelling. . . augment. . . Augustus. . . gusty. . . trim sails. .. rigging. . . tar (14) 
. ..sailor... boatman... river... Tiber.. .Tiberius.... beer... pint.. .mug (37)... 
cup.. .cup of flower.. .calix. ..Caligula... ligature.. .bleeding.. .blue blood 
... aristocrat. ..rat (41). .. . claw. ..Claudius ... laud ... sing praises . .. 
harp. . . lyre (54). . . musical instrumen t. . . fiddling. . . burning. . . Nero. . . row 
. . . boat. . . ship (69). . .galley. . . Galba. . . albatross . . . ancient mariner. . . c arse 
. . . oath. . . Otho. . . Othello . . . Iago . . . tell-tale. . . Vitellius ... us. .. we two. . . 
sweethearts. . . kiss (70) . . . passi on. . . Vespasian. . . vespers. . . vestment. . . cope 
(79)... coping... wall... wall of Jerusalem... Titus.... conqueror of the 
Jews. . . conqueror. . .fight (81). . . brave . . . indomitable . . . Domitian. . . domi- 
cile. . . house servant. . . footman. . .page (96). . . leaf. . . tender shoots. . . tender 
nerves. . . Nekva. . , strong nerves. . . stout . . . beef (98). . . dinner-waiter. . . tray 
...Trajan... tragic end... killing a pig.. .dead hog (117).. .pork.. .food... 
fodder. . .hay., .hay drying. . . Hadrian. . . Adriatic. . . sea. . . unpleasant mo- 
tion... to move (138)... immovable... chaste St. Anthony. .. Antoninus Pius 
...pie... pigeon pie.. .shooting... to shoot (161).. .target... mark.. .Marcus 
Aurelius. . . reliable . . . untrustworthy . . . thieves (180) .. . pirates. . . captain. . . 
commodore . . . Commodus . . . commodious . . . cramped garret ...the beam 
(193) . . . sunbeam. . . sunstroke. , . severe. . . Severus. . . severe trial.. . win your 
spurs... knighted (211). ..knight... mediaeval horsemanship... caracole... 
Caracalla . . . callous . . . care for nothing . . . nothing (217) .. . nought. . . 
naughty... punishment... may cry... Macrin us... Rhine wine ...swallow 
. . . oyster. . (or, Lucrine Lake. . . oysters). ..naUte (218). . . talk like a native. . . 
gabble.. Elagabaxus... gab., conceited talk.. ask for more... 4 ' no, no, no " 
(222).. .knowing... canny ...Scotchman... Sandy... Alexander Severus 
...Bucephalus... fine horse... animal (235).. fox... run to ground.. .run him 
in... Maximin... maxim... wise saw... sage... clever... "no muff 11 (238)... 
furs.. .smartly dressed... gaudily dressed... Gordian... knot... ten knots an 
hour... nearer home... nearer (244). ..farther... father of Alexander the 
Great... Phllbp... lover of horses... harness... new rope (249). ..hanging... 
drop. . . descent. . . Decius . . . decimate . . . destroy. . . annihilate (251). . . late. . . 
early. . . cock-crow. . . cock . . . Gallus. . . gall . . . vi negar. . . crucify . . . nail him 
(253). ..cruel death... valley of death... Valerian... (and cruel death... 
gallows . . . Gallienus). . . valueless . . . chaff. . . no chaff (268). . . grain. . . pick 
up grain. . . fowls. . . claws. t . Claudius. . . Claude. ..French painter. . . French 
wines. . . negus (270). . . drink. . . drunk. . . reel .. . Aurelius. . . oral teaching. . . 
coaching. a coach (276). . . coach. . . bus. . . Probus . . . probe. . . feel for. . . 
search. . . in vain (282) ... all is vanity . . . cares of life . . . Carus. . . caress 


...never leave you... never (284)... never say die... Diocletian... die... 
bullet... billet... message (306)... bulletins... constant messages... Constan- 

Let the Pupil send me his own Correlations for the above. 


In regard to the Demonstration of Prop. 3, Book I. of Euclid, given 
below, it must be noted that what I have offered, is done mainly to 
help the Student to the comprehension of the Proposition, &c. I as- 
sume he is studying alone, without a teacher's aid. If he clearly un- 
derstands every link in the chain of Exposition and of the Demonstra- 
tion, the recollection of them is practically assured. He can then 
recite the Proof, etc., with the brevity and in the exact language of 
Euclid if he prefers. 

Enunciation. — *' From the greater of two given straight lines to cut 
off a part equal to the less.*' 

Its Memorisation. — Does the Proposition imply that we add to or take 
away from the greater line V — "From the greater of two given straight 
lines to cut off a part equal to the less." From which of the two lines 
must we cut off a part ? — " From the greater of two given straight lines 
to cut off a part equal to the less." How many given lines are there ?— 
" From the greater of two given straight lines to cut off a part equal to 
the less." Are there any particular lines in question? — "From the 
greater of two given straight lines to cut off a part equal to the less." 
From the greater of what do we cut off a part ? — " From the greater of 
two given straight lines to cut off a part equal to the less." What kind 
of lines are they from one of which we cut off a part ? — " From the 
greater of two given straight lines to cut off a part equal to the less." 
Given our two straight lines, what do we now proceed to do ? — " From 
the greater of two given straight lines to cut off a part equal to the less." 
What do we cut off from the greater line ? — " From the greater of two 
given straight lines to cut off a part equal to the less." What relation 
does the part we cut off from the greater bear to the less line ? — " From 
the greater of two given straight lines to cut off a yart equal to the less." 
To what is the part we cut off equal ? — " From the greater of two given 
straight lines to cut off a part equal to the less." 

Which are the two given straight 
lines?— " Let AB and C be the two 
given straight lines, of which AB is 
the greater." Which is the greater of 
these two given straight lines ? — " Let 
AB and C be the two given straight 
lines, of which AB is the greater." 
What is required to be done with re- 
gard to these two given straight lines ? 
— "It is required to cut off from AB, 
the greater, a part equal to C, the 

Construction, — From the point A, 
draw the straight line AD equal to C. From what point is AD drawn ? 
— " From the point A, draw AD equal to C." What straight line is 
drawn from A equal to C ? — " From the point A, draw the straight line 


AD equal to C." What is the length of AD ?— " From the point A; 
draw the straight line AD equal to C." Equal to which straight line is 
AD ? — " From the point A, draw the straight line AD equal to C." 
How is a straight line drawn from a given point A, and equal to a given 
line C ? — " From a given pointy to draw a straight line equal to a given 
straight line.''' (Proposition 2.) What further use is made of the point 
A ? — "And from the centre A, at the distance AD describe the circle 
DEF, meeting AB in E." What is the radius of the circle ?— l< And 
from the centre A, at the distance AD, describe the circle DEF, meeting 
AB in E." What is described from the centre A and at the distance 
AD ? — ' * From the centre A, at the distance AD, describe the circle 
DEF, meeting AB in E. " Where does the circle cut AB ?— c ' And from 
the centre A, at the distance AD, describe the circle DEF, meeting AB 
in 2&" What is the position of the circle DEF, with regard to AB ? — 
" And from the centre A, at the distance AD, describe the circle DEF, 
meeting AB in E." Can a circle be drawn according to Euclid ? — " Let 
it be granted that a circle may be described from any centre, at any dis- 
tance from that centre." (Postulates.) 

Hypothesis. — Then what about the length of the part AE ? — u AE shall 
be equal to C. v Is this proved ? — " AE sJiall be equal to C." 

Proof — What follows from the fact that A is the centre of the circle 
DEF ? — " Because the point A is the centre of the circle DEF, therefore 
AE is equal to AD." What is equal to AD ? — " Because A is the centre 
of the circle DEF, therefore AM is equal to AD. " How do we know 
that lines drawn from the centre of a circle to the circumference are 
equal? — "A circle is a plane figure contained by one line, which is 
called the circumference, and is such, that all straight lines drawn from 
a certain point within the figure to circumference are equal.' 1 (Definition 
15.) What else is equal to AD ?— " But C is equal to AD." How is C 
equal to AD ? — " From the centre A % dram the straight line AD equal to 
0." (Construction.) What two lines then are equal to AD ? — " There- 
fore AB and are each of them equal to AD." What is the result ? — 
" Therefore AE is equal to 6 T ." What is the length of AE as compared 
with C ?— 4< Therefore AE is equal to C." How is AE equal to C ?— 
" Things which are equal to the same tiling, are equal to one another." 
(Axiom 1.) What two lines are equal? — " Therefore AE is equal 

to a n 

Conclusion. — From what straight line has AE been cut off ? — 
" Wherefore from AB, the greater of the two given straight lines, a part 
AE has been cut equal to C, the less." What is AE equal to ? — " Where- 
fore from AB, the greater of the two given straight lines, a part AE has 
been cut off equal to (7, the less. 11 Which is the required part ? — il Where- 
fore from AB, the greater of two given straight lines, a part AE has been 
cut off equal to C the less." Q. E. F. (=quod erat faciendum). 

To memorise the number of the proposition, make a Double Inclusion, 
the first consonant of which expresses the number of the Book and the 
remaining consonant or consonants indicate the number of the Proposi- 
tion : thus. Judge would mean the sixth Proposition of the sixth Book. 
Then correlate this Double Inclusion to the characterising word [always 
the principal or new point] of the Proposition itself, and memorise the 
Correlation. In this way you can recite the Propositions of each Book 
forward or backward without mistake, or instantly tell the number of 
any Proposition and the Book to which it belongs, or on any number of 


a Proposition of any Book being mentioned, yon can state at once the 

Proposition itself if yon have memorised it. 

B. L, P. 1*-Deed... deed-box... equal sides...EQUiLATERAL..."To de- 

scribe an equilateral triangle, &c." 
B. I., P. 2— -7*hen...thence...FJiOM.. ."Ft 

From a given point, &c." 

B. L, P. 3. — -Dam... to block up... blockade... Cut off...*' From the 
greater, &c, to cut off, etc." 

B. I., P. 4. — Wither... withered... Third..." If two triangles have, &c, 
they shall also have their bases or third sides equal.'' 

B. I., P. 5. — TaU...long legged... equal legged...IsoscELES..."Th6 an- 
gles at the base of an isosceles triangle, &c." 

B. I., P. 6 — Dish... waiter... attendant... sub-attendant... Subtend... " If 
two angles of a triangle be equal, &c, the sides also which subtend, 

B. I. , P. 7. — DocA;. . .tail. . . end. . . Termination. . . Extremity. . . " On the 
same base, &c, there cannot be two triangles having their sides which 
are terminated at one extremity of the base, &c." 

B. I., P. 8. — Dot>e...Hurlingham...lawn tennis... contended by two sides 
...Contained by the two Sides... "If two triangles have, &c, and 
likewise their bases, &c, the angle which is contained by the two sides, 

B. L, P. 9. — Dip... compass needle... quadrant... Rectilineal Angle... 

" To bisect a given rectilineal angle, <&c." 
B. I., P. 10. — Z>ate*...leap years... bissextile... Bisect a Straight Line 

... "To bisect a given finite straight line, 11 &c. 
B. I., P. 11. — Dotted... dots... full points... points in the book... Point in 

..." To draw a straight line at right angles, &c, from a given point in 

the same." 
B. I., P. 12.— Oufcfone...done without... Point without..." To draw a 

straight line perpendicular to a given straight line, &c. , from a given 

point without it." 
B. L, P. 13. — Diad em... diamond... gem... cat's eye...* Either... "The 

angles which one straight line, &c, eitlter are two right angles, &c." 
B. I. , P. 14. — Theatre. . . tragedy. . . tragic. . . touching. . . Adjacent. . . " If at 

a point, &c, two other straight lines, &c, make the adjacent angles, 

B. L, P. 15. — Total... teetotaler... firm step... upright.. Vertical... 4 'If 

two straight lines cut one another, the vertical, &c." 


PRIVATE and FUBLIC MEMORIES.— Many persons whose memo- 
ries are reliable in Private, seem to lose all control over their recollec- 
tive powers in the presence of their friends. This is owing to mind- 
wandering and nervousness. These infirmities can be completely cured 
by doing Memory-feats in the presence of others. Let the Pupil who is 
anxious to attain the FULL POWER of my System recite the Knight's 
Tour, The Boat Race, Ratio, and Derby Winners, at least 20 times- 
each of them — before their friends or acquaintances. This practice will 

* The diphthong el is sometimes pronounced like long 6 and sometimes like long u 
Here I adopt what seem* to be the better usage, and I pronounce it as long I, making a 
perfect In. by S. with caVa-eye. 


strengthen their continuity, overcome nervousness, and make them un- 
derstand the real nature and character of my System, and enable them 
to apply it readily to new and hitherto unsuspected cases. And let the 
Pupil hand the Listener only the papers that contain the unsolved prob- 
lems —not the papers that explain how these feats are done. They should 
let them see the paper containing the Knights Tour only — tho Figures 
and Facts of the Boat Race and Ratio only — and the List of Derby Win- 
ners and their Dates only. Below, the Derby Winners from 1780 to 1700 
are correlated to their date-words. The Pupil will find it a good exer- 
cise to select Date-words for the years from 1791 to 1886, and correlate 
those and all the Derby Winners together as I have correlated the first 
ten. Those who hate racing and its concomitants, and I fully endorse 
all their condemnation of racing immoralities, must acknowledge that 
this is an incomparable series for practice in making and memorising 

Derby... Derby dog.. .dog face (1 780)... hang-dog-look... villain. ..deep- 
dyed... DlOMED. 

Vat (1781) ... vaticinator . . . prediction . .. foretelling eclipse.. . Young 

Fan (1782) . . . cool. . . blood-heat. . .blood. . . Assassin. 

Foam (1783).. .sea... salt. .Saltram. 

Fire (1784). . .rifle. .. volunteer. .. Sergeant. 

FaU (1785). .apple. .William Tell. . Aimwell. 

Fish (1786). .bait. . " gentle " . .gentleman . .Noble. 

Fag (1787). .fagot, .fire. .peat. .Sir Peter Teazle. 

Fife (1788). .fife and drum, .soldiers, .massacre. .Sir Thomas. 

Fig (1789). .watch, .watch-dog. .Skye terrier. .Skyscraper. 

As the years follow each other without interval there is no need to 
correlate them together. The name of the horse is correlated after the 

The names of the horses and dates will be found on the enclosed slip. 
In Whitaker's Almanack for 1885, p. 353, is a list of Derby Winners, 
with names of Jockeys and Owners, from 1864 to 1884. 

When he knows the names and dates of the horses, the Pupil can, if 
he likes, correlate to each horse the name of the Jockey. Thus, for 
1883 : — St. Blaise. .Fire. .coal, .origin of coal. .C. Wood; and to Wood, 
the Jockey's name, he can correlate the name of the Owner, Sir F. 
Johnstone, thus : — Wood . . Forest . . rest . . hist resting-place . . tombston e . . 
Sir F. Johnstone. And similarly he can fix in his memory the names 
of the other Jockeys and Owners. 


If a book-keeper wishes to learn the number of the ledger page where 
the name is entered, he at once correlates the name to the word that 
translates the figures that express the number of the page. But, in the 
case of the same name being entered on several different pages of the 
same book, he correlates the name to the words that successively express 
the different pages. But suppose the more difficult case of there being 
several different men, having the same name, as a dozen Browns, a 
dozen Smiths, &c, &c. what is he to do ? A reperusal of the explana- 
tion of Double Inclusion, &c , in Synthesis, will give one out of the 


many ways that lie oould resort to memorise the pages. Suppose the 
Smith of Edinburgh is on page 941, the Smith of Liverpool on page 53, 
and the Smith of Birmingham on page 745. He at once makes a word 
beginning with 8 to tell him it is Smith, and having as its remaining 
consonants letters which translate the number of the page. " Support" 
is therefore the Edinburgh Smith, on page 941 ; " Siloam " is the Liver- 
pool Smith, on page 53 ; and "Squirrel" is the Birmingham Smith, on 
page 745. And if he doubt his natural memory, he correlates " Edin- 
burgh" as the "best known" to " support," thus: EDINBURGH.. 
burglar, .transportation... SUPPORT : LIVERPOOL, .pool... SILOAM; 
BIRMINGH AM., burr. .nut. .SQUIRREL. Or, if the Browns and 
Smiths, &c, &c., are all in the same city where he resides, he can use 
the name of the street as the " best known " and correlate that to the 
homophone as above that tells the name and the number. 

Similarly, a Pupil could deal with a Chemical Formula, like Quinia 
=iC 90 , H a4| N 2 , 2 . He could make a word beginning with the Symbol 
of the chemical element, while the remaining consonants of the word 
spell the figures attached to that element. C 30 would make Cane*, H M 
would make honour, N 2 would make Nu%, and O a would make One. 
By correlating these words together, and memorising the Correlations, lie 
can at once restore the Formula from memory: [QUINIA. .quinine.. 
cat-o y -nine tails, .lashes. .CANES, .caning, .disgrace. .HONOUR, purity 
..NUN. .none. .ONE]. And whatever the complication might be, he 
can always readily deal with it — for instance, suppose there are num- 
bers both before and after such Symbol, as 3 C™, 10 H 24 i 2 N 2| and 7 5 , 
these would be translated into : My Canes, Dishonour New Nun, and 
Coy One. 


Continued as far as 13 times 24. 

In memorising this extension of the ordinary multiplication table, it 
is not necessary to notice the figure 1 before the 3 of 13 and in the other 
4 * teens," as the learner of course knows it must be repeated every time, 
and does not need to remind himself of it ; therefore, kt maim" may 
mean " 3 times 13 " instead of " 3 times 3 ;" " mummy " may mean 
" 13 times 13 " instead of " 3 times 3 ; " and MaNOR, 13 times 24. 


twice (1)3 is 


3 times (1)3 is 


4 times (1)3 is 


5 times (1)3 is 


6 times (1)3 is 


7 times (1)3 is 


8 times (1)3 is 

) teeth chattering. . . 
} mutilate... devilish.. 
) paper... white... 

} bread and jam... breakfast.., 


) rage... passion..* 

2 6 




5 2 

6 5 


7 8 


9 1 

1 04 


9 times (1)3 is 


10 times (1)3 is 

DiadeM. . . 

11 times (1)3 is 

12 times (1)3 is 

" own eye "... tooth 
appalling. . . death.. . 
i stage king... 
economy. . . thrifty. . .peasant. . . 


\[ stone box... toy box... 

blind... deaf... 
i 1 dining table... 
> safety match. . . safe... 

(1)3 times (1)3 is s 

(1)3 times (1)4 is 

(1)3 times (1)5 is 

(1)3 times (1)6 is " 
or, Macaw, 
or, MeeK... 
or, oMeGa., 
(1)3 times (1) 7 is. 

"muff"... ) soft youth... love... 
(1)3 times (1)8 is \ 

mob. . . ) crowded. . . Noah's Ark. 

(1)3 times (1)0 is J" 

MiNCo . . ) cnt small. . . small cuts. 

(1)3 times (2)0 is J 

) market day. . . profits. . . 

I glittering... bright... 

vivid soarlet. . . bright. . 
► cowed. . . stray dog. . . 

end... end of life... 


(1)3 times 21 is 


(1)3 times 22 is 


(1)3 times 23 is 

Man or... 
(1)3 times 24 is 

The Pupil will find it a good exercise in the use of the Figure 
Alphabet, and of Synthesis, to continue this table to " 24 times 24." 

) mean favourite... tricky... 

) ammonia. . . pungent. . . pickles. . 

) farm.. 


1 1 7 
1 30 

14 3 

15 6 
16 9 
18 2 

1 95 

20 8 
noon Day 



2 2 1 

2 3 4 
2 47 

2 6 

2 8 6 


2 9 9 


3 12 


The student must exercise his judgment as to what is the best Jcnovm 
to whioh he will Correlate an isolated fact. In the anecdote men- 
tioned in a foot note* to Comic Lecture on Mnemonics, the actor 

* The following anecdote is taken from the Eba Almanack, 1882, p. 86.— The Actor, 
whose name was Taylor, could not remember the name assigned him in his part in the 
play. We shall see how Mnemonics helped him ! 

Association op Ideas.— Macready was once victimised in Virginiua. The Numitorius 
could not remember his own name. " You will remember it, Sir," said the tragedian, 
carefully pronouncing it for him, " by the association of ideas. Think of Numbers— the 


should have correlated the word " Numitorittfl," which he could not re- 
member, to the word "Uncle" as the BEST KNOWN that preceded 
it, which he could remember, or to his " cue " the word " Question/' 

UNCLE [2] Nephew \Y\ Ton [11 You knew— NTJ-mitorius. Or, 

UNCLE [2] Niece [1] Neat [1] Neat and New [1] A new mitre ore us [1] NU-mitorius. 

QUB8TION [1] Wants to know [1] Know [1] Knew [1] knew my story [lJNU-initorius. 

QUESTION [1] Quest [1] Guessed [1] Knew [1] Knew a mighty Tory ! [1] NU-mitorius 

Had the actor memorized either of these Correlations, he would not 
have forgotten Numitorius in his performance. In all similar canes 
mere In. by sound, like the word " Numbers " which Macready pro- 
posed, and which is really not a genuine la. by sound, is no service to 
a poor memory. — A Correlation alone suffices. 

To any conceivable "Isolated Fact" you can find a Best Known to 
which you can correlate it, and thereby always have it at command. 
This is true, even in cases of anticipatory memory. Instead of tying a 
string round your finger to remind you to buy something when you get 
to the bazaar, and when you get there forgetting to notice the string or 
forgetting what the string was intended to remind you of, correlate the 
name of whit you wish to purchase to the name of something you are 
sure to think of at the place you are going to, and memorise the Corre- 
lation. When you see the Best Known, the thing you correlated to it 
will at onoe occur to mind. I will add only one more illustration : A 
commercial traveller was in the habit of putting his watch under his 
pillow, and also in the habit of forgetting that he put it there ! After 
losing two watches in this way, he came to me to improve his memory, 
and asked me if my System could aid him to think of his watch and 
where he had put it. «' Infallibly," I replied, "if there is anything yon 
can mention which you are certain to think of when you get up. such as 
boots, trousers, hat, Ac." "There is one thing," he rejoined, "lam 
more certain to think of than any article of clothing. I always think 
what a shame it is I have to get up. " " Well, you are sure to think of 
the words ' get up ' ; that then is your Best Known, Affiliate the word 
watch to it— thus 'GET UP '—Spring up— Watch Spring— WATCH." 
After a tour of four months he reported he had always thought of his 
watch the moment he awoke. 


(1) The following is a provisional method to aid m keeping future 
engagements : — 

(2) First arrange and memorise Equivalents for the hours from 
to 6 p.m., or later for each future occasion whenever he requires to re- 
member engagements ahead — by Synthesis before noon, and by Analy- 

Book of Numbers." The Nnmitorins did think of it all day, and at night produced, 
through " the association of ideas" the following effect— 

NumiUtriue—'- * Where is Virginia ? Wherefore do you hold that maiden's hand ? " 

Claudius — •* Who asks the question ? " 

Nwnitoriu8~ ** I, her Uncle— Deuteronomy 1 " 


sis after, thus: 6 a.m. ..sick. .Doctor; 7 a.m. ..Severn.. River ; 8 
a.m. . .eat. . .loaf. . .Fishes ; 9 a.m. . .ninepins. . .Pincushion ; 10 a.m. . . 
tender. — beef. . .Knife ; 11 a. m. .. leaven... bread. ..Oven. Noon. 1 
p.m. . .Wonder ; 2 p.m. . .Tool ; 3 p.m. . .Three-decker ; 4 p.m. . . 
Forearm; 5 p.m. . .Fives; (5p.m. . .Sickle; 7p.m. . . Sevensiiooter ; 
8 p.m. . .Eight-oared boat ; 9 p.m. . .Muses ; 10 p.m. . .Tentacles, 
&c. Half hoars could be indicated thus: 64... Diploma [Doctor's 
Diploma] ; 7£. . .Mouth [River Mouth] ; 8*. . .Net [Fishes, Net], &c. 

Let the Pupil make and memorise Hour •Equivalents for each future 
occasion when wanted, so that he oan repeat them in connexion with 
the hours they respectively stand for with the greatest speed both ways. 

(3) Now suppose he wishes to do some special thing at each of those 
hours to-morrow, or at only one, two or more of them. Correlate the 
Hour-Equivalent to the thing to be done at that hour, and memorise 
the Correlation. The last thing before going to bed to-night ; and to- 
morrow morning, when he first wakes up, let him go through the Hour- 
Equivalents and revive what he had correlated to each of them. And 
when the clock strikes 6, 7, &c., he will think or leave the means of re- 
calling what he had yesterday desired that he should do at that hour. 
To give a few illustrations, I append — 

6 a. m. , Doctor . . pill . . silver coated . . New coat. 

7 " River ..rivulet, .let go.. Permission. 

8 " Fishes ..scales, .counter. . Shop. 

9 " Pincushion spike, .bill-file.. Office. 

10 " Knife . . assassin . . death . . life . . Life insurance. 

11 " Oven ..door., lock.. Key. 

(4) After considerable practice, he will to-morrow think of the special 
things, even without correlating them to the Hour Equivalents. The 
reason is that he has created a Habit of pre-adjustment of mind to a 
certain class of future events. The soldier sleeping in camp will not 
awaken when his name is called out loudly ; but, if u turn out " is 
spoken quietly, it will arouse him, because to that sound his faculties 
are specially pre-adjusted. Similarly, when the Hours of next day 
arrive, my Pupil will spontaneously recall what he had resolved to do 
at that hour. During my busy season, I make daily 20 to 50 engage- 
ments for the future. I make no memoranda and I never forget the 
day nor the hour. And it is the same with my diligent Pupils. 

(5) This " Watch,' ' which never tells the time of day [that is left to 
the metlianical watch or clock], is a mental Event-Reminder, and it 
only serves to call to mind what you had planned to do as the hours ar- 
rive. It is never wound up, unless the future event is correlated to the 
Hour-Equivalents, and recalled several times, and especially on the day 
the event is to happen. 


The method of dealing with Latitudes and Longitudes would be sim- 
ple enough if there were not two kinds of each ; yet this difficulty van- 
ishes if we treat North Latitudes and East Longitudes as ordinary 
figures, and resort to the special device of using figure-words beginning 
with an S to denote South Latitudes and West Longitudes [and no 
special device would be needed if we realized exactly what part of the 
Globe each place occupies] . 


1. Constantinople is North Latitude 41° [readp] and East Longitude 
28° [knave]. Constantinople .. constant., always ready ..ready... 
red. .blood red... assassin... knave. 

2. New York City is North Latitude 40°52' [hone line] and West Lon- 
gitude 73 °59' ] scheme all happy] . New York City. . . Manhattan. . . hat horse line... steam horse... railway... submarine railway 
...scheme all happy. 

3. Sydney, South Latitude 33°51' [Simoom light] and East Longitude 
151 °1 1 ' [dull eyed idiot] . Sydney. . . antipodes. . . anti .. . against. . . disaster 
sighs... Simoom light... light... eye... dull eyed idiot. 

4. Rio de Janeiro. South Latitude 22°54' [sea onion healer] and 
West Longitude 43°9' [swarm by] . Rio de Janeiro. . . row. . . garden bed 
...onion bed... sea onion healer. ..cough healer... honey... bees... swarm ay. 

By Let the Pupil note that we always give the Latitude first and 
Longitude last. Sometimes a compound date- word will express the 
Latitude and Longitude together. " A ready knave " would have an- 
swered in the first example, &c. 


I. — See page 147 for remarks on Higher Analysis. 

II. — The relations involved in the Higher Analysis and Synthesis are 
between sentences or propositions. And, although the* relations are 
sometimes Analytic, yet, usually, they are Synthetic, made up of one 
or several intermediates, yet it is often extremely difficult to indicate 
them in detail. The mind feels them, as it were, but cannot always 
exactly define them or point them out to others, because they are often 
so complex and subtle. This extension of ordinary Analysis and Syn- 
thesis can only be effectively made by those who conceive the relations 
themselves. It is never, or rarely, felt or appreciated in the case of the 
work of others. And yet this Higher Analysis and Synthesis is of im- 
mense power in cases practically unmanageable by the unassisted Natu- 
ral Memory. 

III. — Suppose a Law Student wishes to memorise the following:— 

Married Women's Pbopebty Act. 
33 & 34 Vict., c. 93. 
Here are four things to be connected in the memory. He has to 
remember. (1) The Title of the Act [Married Women's Property 
Act], (2) The years of the Parliamentary Session in which it was 
passed [33 & 34], (3) The name of the reigning Sovereign [Victo- 
ria] ; and (4) The chapter (c.) of the Act [93]. If a Pupil has one 
or five hundred of these Acts to fix in mind, together with the 
highly technical symbols used, he will need genuine aid, and this 
is what the Higher Analysis and Synthesis offer him. 
IV. — The first thing we do in dealing with a memory task is to re- 
duce the memory problem to its lowest terms, to minimise as much as 
possible the work to be done. (1) Now we see in the symbolic repre- 
sentation of these Acts [33 & 34 Vict., c. 93], that the number of the 
chapter [c] always comes last. Hence we can use a word to express 
that number, and we can safely omit the word " chapter," as the last 


number can mean nothing else. (2) If we express the Sovereign's name 
[by itself and number, or by its Homophone or Double Inclusion], in 
all other cases, we can safely omit the Royal name in the case of the 
Victorian Acts, as we know, from the omission of it, Victoria's must be 
understood. (3) To express the number of the chapter or of the year 
or years of the reign, we can use words expressing the figures exactly, 
or words containing four or more sounded consonants of which we con- 
sider or reckon only the first tioo, and where there are three figures we 
will generally use words expressing three figures only. (4) Many simple 
devices can be used — as, for instance, to express the 6th & 7th of the 
Victorian era. we could use the word Showing ; the 67th year could not 
be meant, as that number has not yet been reached, and therefore it 
must mean the 6th & 7th. And sometimes any of the above or other 
devices may, in special cases, be violated, rather than reject a good 
memorising phrase, as, " Humbug " might be used to express 3, when 
otherwise it would mean 897, according to the above. To express the 
29th year of reign, " iVo&ody " could be used, as it could not mean 291. 
V. — Let us now deal with 33 & 34 Vict., c. 93. We have seen that we 
can safely omit Victoria and chapter, or its abbreviation c. All we 
have to do then is, turn 3'i & 34, and 93, into a phrase that will sustain 
a synthetic relation to the words or title of the Act ; viz., *• Married 
Women's Property Act." As this Act is in defence of married women's 
rights, it is in their hands a defensive weapon, a boomerang if you 
please ! And, as Mamma would be understood to mean a species of 
married woman, i.e. a married woman who is a mother, the following 
phrase will express the title of the Act by In., and its symbolic expres- 
sion, and will be readily remembered : 

jtfamma's marital boomerang ! ! 

3 3 & 3 4 [Vict c] 9 3. 

VL Married Woman's Property Act, 1874. 
37 k 38 Vic, c. 50. 
Make Zess quarrelling t 

3 7 |& 38 Vic, c] 5 0, (18)7 4 

VII. Habeas Corpus Act. 

31 Oar. IL, c. 2. 
Might cam annoy. 

3 1 [Charles II. c.]2. 
When right or wrong doing has succeeded in puttiag a man in prison, 
this Act is available for his relief. This memorising phrase is a case of 
Ex., between the title of the Act and the translation of the figures and 
VIIL Naturalization Act. 

33 Vic, o. 14. 
Members transformed. 
8 3& 14. 
As naturalization transforms citizens of Foreign States into English 
citizens, this fact is suggested by In. by the above memorising phrase. 
IX Libel Act. 

6&7 Vic, c 96. 
Shoving Pitch. 
6 7 9 6. 


X. Statute op Frauds. 

29 Car. II., c. 3. 
Nobody can huj/ibug. 

XI. Charitable Trustees Incorporation Act. 

35 & 36 Vic, c. 24. 
Jf iHeuium much nearer ! 
As charitable societies are designed to ameliorate the condition of the 
people, the result is suggested by In. , in the opinion of very sanguine 
persons, by the above phrase. 

XII. Judgments. 

1 &2 Vic,c. 110. 

To know idiots I 

1& 2 [Vic.,c], 1 10. 

Those who think that people who go to law are little better than 

fools, must hold that the Judgments of the Courts enable us to know 

the idiots ! 

XIII. Public Parks Act. 
34 & 35 Vic, o. 13. 

Jforbid multitudes demonstrating. 
3 4 3 5 [Vic, c] 1 3. 
For a pupil who knows the effect and tenor, the contents of the Stat- 
utes, it would be only the work of a few hours to frame phrases to en- 
able him to remember the Title, Dates, &c , of hundreds of them. I 
was told that this Act was designed to give policemen new powers to 
prevent rioting in Public Parks. If this is so, the above phrase is very 
appropriate. If it is not. the intelligent Pupil can easily frame another 
in its stead. In fact, this kind of work is not only very interesting, 
but very easy, if the Pupil understands the object and meaning of the 

XIV. Flogging Garotters. 

26 & 27 Vic, c 44. 
"Enjoy a whijiing roar. 

26 2 7 [Vic, c] 4 4. 

When garotters are brought out of their cells to be flogged, they are 
said to whine and beg piteously, but when the lash is applied, they 
roar vociferously. 

XV. Government Stock Bound by Judgments. 

3&4Vic, o. 82. 
My airy venture ! 

3 and 4 [Vic, c] 8 2 

A judgment debtor who had investe/1 money in Government Stock, 
hoping thereby to defeat the claims of his creditors, well might say, 
My airy venture ! 

XVI. Statute of Distributions. 

22 and 23 Car. II., c. 10. 
If one ?iimbly u can" distribute. 

2 2 and 2 3 Charles II., c. 1 0. 
There is sense in this phrase, considering how tediously slow courts 
moved. Besides, it contains an In. by S. ; yet this is quite sufficient 


with sentences as with words only, if the Pupil has strengthened his 
memory by using my lessons as a Memory-Trainer. 

XVII Intestates, Distribution of Effects of. 

Uas. IL, o. 17. 
i)oa" June " outing ! 
1 Jas. II., c. 1 7. 

I have dealt with this Act as a mere crammer would, who merely 
commits to memory and cares not at all to •understand his subject ! ! *l 
There is here no relation between the Title of the Act and the phrase 
used to help to retain it. In this case, the title must be correlated to 
the phrase, and the parts of the phrase correlated together, in some 
such way as follows : Intestate. ..will not made. ..made . ..done. . .Do 
. ..perform . .. Juniper. ..June . . .sixth month . . .sick monk . . .indoors. . . 
outdoors. ..Outing. No amount of repetition could fix these sentences 
so quickly and so permanently together as correlations memorised. But 
the true way to memorise these Statutes is to know their meaning and 
purport, and then it is an easy thing to make appropriate phrases that 
will never drop out of memory. 

[In XVII., one year only is mentioned (1) ; but in XV.. two years 
are given (22 and 23). If pains are taken to secure recollection of the 
one-year cases, there will be no need to deal with more than one year 
iu the two-year oases. You will know that another year is to be added 
—that is. the next higher. This makes the translation much more easy.] 

Those who would like another method of memorising the Titles and 
Dates of Statutes, can in memorising, for instance, " Statute of Frauds, 
29 Car. II. , c. 3," use the Doable Inclusion Can for Charles II., trans- 
late 29 into Niobe, and 3 into Hum ; and Correlate thus :— FRAUDS. . 
conjuring tricks . . inexhaustible bottle . . CAN . . waterpot . .water., tears . . 
NIOBE. .grief, .outcries. .HUM. Of course, he could in all such cases 
try to construct a sentence, usually awkward, like : ( * Frauds can nab a 
hymn ; " but the parts of such a sentence must be correlated together 
and thoroughly memorised as FRAUDS, .cunning devices, .canny . . CAN 
. .receiving vessel . . catch . . NAB . . " nablight " . . light . . trifling . . serious 
..HYMN, else it might escape the memory at the very moment it is 
wanted. Take the case of "Estates Tail. Stat. De Donis, 1JJ Ed. I., c. 
1." Translation of formula : — %i A dumb eddy too." Estates tail . .tailor 
..cutter. ." out off", .no gift, .donum. .De Donis... destroy... speechless 
..." A dumb EDDY too." Take the case of "Statute of Uses, 28 Henry 
VIII., c. 10." Translation of formula:-— "Knock (27) a hire (Henry 
VIII.) twice " (c. 10)... Uses... service... silver service... silver knocker... 
"Knock a hive twice." 

Suppose it is the sense of a case, instead of the title of a Statute, 
which he wants to remember : for instance, the leading case on Ease- 
ments, " Sury v. Pigott," in which it was decided that a right of water- 
course is not extinguished by unity of seizin of the two properties be- 
tween which the navigation runs, whereas a right of way is unless it be 
"a way of necessity," also that the length of enjoyment which gives a 
prescriptive right of way by land or water is 20 years. Correlate thus 
—Basement... well meant.. .ill meant... surly... Sury. ..too sure...obstir 
nate... pig -headed... Pigott... hot pig.. .boiled pork.. .boiled in water... 
W ate it . . fire and water. . . Extinguish. . . fire engine. . .get put of the wajr 
...Way.. .ways and means... mean... necessitous... way of Necessity... 
" knows no law " . . kNows (20). 



Let the Student first analyse by the Interrogative Method the whole of 
"The Seven Ages" before looking at my Analysis of it, and then care- 
fully compare his own Analysis with mine, so far as mine goes ; and 
then let him send me his Analysis for criticism. 


All the world's a stage, 
And all the men and women merely players : 
They have their exits and their entrances ; 
And one man in his time plays many parts. 
His acts being seven ages. At first, the infant, 
Mewling ami puking in his nurse's arms. 
And then, the whining school-boy, with his satchel, 
And shining morning face, creeping like snail 
Unwillingly to school. And then, the lover, 
Sighing like furnace, with a woful ballad 
Made to his mistress 1 eyebrow. Then, the soldier, 
Fall of strange oaths, and bearded like the pard, 
Jealous in honour, sudden and quick in quarrel, 
Seeking the bubble reputation 

Even in the cannon's mouth. And then, the Justice, 
In f nir round body, with good capon lin'd. 
With eyes severe, and beard of formal cut, 
Full of wine saws and modern instance* ; 
And so he plays his part. The sixth age shifts 
Into the lean and slippered pantaloon. 
With spectacles on nose, and pouch on side : 

His youthful hose well sav'd, a world too wicln I 

For his shrunk shank ; and his big manly voice, 
Turning again toward childish treble pipes 
And whistles in his sound. Last scene of all, 
That ends this strange eventful htatory, 
Is second ohildishness, and mere oblivion ; 
Sans teeth, sans eyes, sans taste, sans everything. 

(1) How much of the world is a stage ? — " All the world's a stage." 
(2) The whole of what is a stage ?— •' All the worWs a stage." (3) What 
is the whole of the world ?— 4< All the world's a stage." (4) If all the 
world is a stage, who are the players ? — *' And all the men and women 
merely players." (5) What portion of men and women are players ?— 
"•Andd&the men and women merely players." (6) What are all the 
men and women ? — "And all the men and women merely players. 1 ' 
(7) Are the men and women anything but players ? — " And all the men 
and women mm % ely players." (8) What have these male and female 
players ?— " They have their exits and thew entrances." (9) Who have 
their exits and their entrances ?— " They have their exits and their 
entrances." (10) What are the going off and coming on of actors 
called ?—" They have their exits and their entrances." (11) What as- 
sertion is made of the players ?— " They ham their exits and their 
entrances." (12) What does one man in his time play?— '• And 
one man in his time plays many parts, his acts being seven ages/' I 
(13) When does one man play many parts? — u And one man in hi* 
ti'ne plays many parts, his acts being seven ages." (14) What does 
one man do ? — " And one man in his time plays many parts, his acts 
being seven ages." (15) How many parts does one man play?— 
" And one man in his time plays mmny parts, his acts being seven 


ages." (1G) If he plays many parte or characters, what are his acts ?— 
" And one man in his time plays many parts, his acts being seven ages." 
(17) What are seven aged in a man's time ? — " And one man in his time 
plays many parts, bis acts being seven ages." (13) What is affirmed of 
a man's acts? — '* And one man in his time plays many parts, his acts 
being seven ages." (19) What is the first of the seven ages ? — " At first, ' 
the infant, mewling and puking in his nurse's arms." (20) At what 
time does the infantile age begin? — " At first, the infant, mewling and 
puking in his nurse's arms." (21) What is the infant doing ? — "At 
first, the infant, mewling said puking in his nurse's arms." (22) Where 
does the infant mewl and puke? — " At first, the infant, mewling and 
puking in his nurses arms.' 11 (23) In whose arms does he mewl and 
puke ? — "At first the infant mewling and puking in his nurse's arms." 
(24) What are the Shakesperian names for the infantile murmuring and 
vomiting? — "At first the infant mewling and puking in his nurses 
arms." (25) What age follows that of the infant?—" And then the 
whining schoolboy, with his satchel and shining morning face, creeping 
like enail unwillingly to school." (26) How do you know that the 
school-boy's ago succeeds that of a previous one ? — "And liven the whin- 
ing school-boy, willi his satchel and shining morning face, creeping like 
snail unwillingly to, school." (2i) What is an audible characteristic of 
the sohool-boy ? — " And then the whining school-boy, with his satchel 
and shining morning face, creeping like snail unwillingly to school." 
(28) What sort of a boy is the one instanced here ? — * ' And then the 
whining schoolboy, with his satchel and shining morning face, creeping 
like snail unwillingly to school." (2D) What does he carry with him ? — 
' ' And then the whining school-boy, with his satcJiel and shining morning 
face, creeping like snail unwillingly to school." (30) What kind of a 
face does he wear ? — (31) "And then the whining school-boy, with his 
satchel and shining morning face, creeping like snail unwillingly to 
school." (32) How is his morning face? — "And then the wbining 
school-boy, with his satchel and shining morning face, creeping like 
snail unwillingly to school." (33) What part of the school-boy s person 
is said to have a morning shine about it? — "And then the whining 
school-boy, with his satchel and shining morning face, creeping like 
snail unwillingly to school." (34) How does he move ? — "And then the 
whining school -boy, with his satchel and shining morning face, creeping 
like snail unwillingly to school." (35) What does he creep like ?— "And 
then the whining school-boy with his satchel and shining morning face, 
creeping like snail unwillingly to school. '' (36) What resemblance do 
the boy's movements bear to those of the snail ? — " And then the whin- 
ing school-boy, with his satchel and shining morning face, creeping 
like snail unwillingly to school." (37) In what mental condition does he 
£o to school ? — " And then the whining echool-boy, with his satchel and 
shiuing morning face, creeping like snail unwillingly to school." (38) 
Whither goes he unwillingly ? — (39) "And then the whining school-boy, 
With his satchel and shining morning face, creeping like snail unwill- 
ingly to sclwciP (40) What age succeeds the school-boy's? — "And 
then the lo»er, sighing like furnace, with a wof'ul ballad, made to 
his mistress* eyebrow." (41) In what respect does he resemble a 
furnace? — "And then the lover, sighing like furnace, with a woful 
ballad, made to his mistress* eyebrow." (42) What does the lover's 
sighing resemble ? — "And then the lover, sighing like furnace, with a 


woful ballad made to his mistress' eyebrow." (43) Does the lover's 
sighing bear any resemblance to a furnace? — "And then the lover, 
sighing like furnace, with a woful ballad, made to his mistress' eye- 
brow." (44) Has the lover anything with him? — " And then the lover, 
sighing like furnace, with a woful ballad, made to his mistress' eye- 
brow." (45) What kind of a ballad is it ?— " And then the lover, sigh- 
ing like furnace, with a woful ballad, made to his mistress' eyebrow. ' 
(40) To whose mistress' eyebrow is the lover's ballad made?—" And 
then tbe lover, sighing like furnace, with a woful ballad, made to his 
mistress* eyebrow." (47) To whose eyebrow is the lover's ballad 
made ? — "And then the lover, sighing like furnace, with a woful ballad, 
made to his mistress' eyebrow.*' (48) To what part of his mistress' 
face is the lover's ballad made? — "And then the lover, sighing like fur- 
nace, with a woful ballad made to his mistress' eyebrow. " (49) How do we 
know that the soldier's age follows upon the lover's ? — "7 hen the soldier, 
full of strange oaths, and bearded like the pard; jealous in honour, sud- 
den and quick in quarrel, seeking the bubble reputation even in the 
cannon's mouth." (50) Who is full of strange oaths?—" Then the 
soldier, full of strange oaths.*' (51) Is he lavish or sparing of his 
oaths?—" Then the soldier, full of strantre oaths." (52) What is he full 
of ?_" Then the soldier full of strange oatlis." (53) What kind of oaths 
is the soldier full of? — " Then the soldier full of strange oaths." (54) 
How was he bearded ? — " Then the soldier, full of strange oaths and 
bearded like the pard." (53) What relation has ttfe soldier's beard to 
the (leo)pard's ? — <k Then the soldier, full of strange oaths and bearded 
like the pard." (56) How is the soldier's face? — k *Then the soldier, 
full of strango oaths and bearded like the pard." (57) What is tbe sol- 
dier's attitude in regard to honour? — "Then the soldier, full of 
strange oaths, and bearded like the pard, jealous in honour, sudden and 
quick in quarrel, seeking the bubble reputation even in the cannon's 
mouth." (58) Iu regard to what is he jealous? — "Then tbe soldier, 
full of strange oaths, and bearded like the pard, jealous in honour, sud- 
den and quick in quarrel, seeking the bubble reputation even iu the 
cannon' 8 mouth." (59) How is he affected in regard to quarrelling?— 
41 Then the soldier, full of strange oaths, and bearded like the paid, 
jealous in honour, sudden and quick in quarrel, seeking the bubble rep- 
utation even in the cannon's mouth. " (60) In what is he sudden and 
quick ? — " Then the soldier, full of strange oaths, and bearded like the 
pard, jealous in honour, sudden and quick in quarrel, seeking the bub- 
ble reputation even in the cannon's mouth." (61) What does he seek 
even in the cannon's mouth ?— " Then the soldier, full of strange oaths, 
and bearded like the pard, jealous in honour, sudden and quick in quar- 
rel, seeking the bubble reputation even in tbe cannon's mouth." ^62) h 
he anxious for the bubble reputation? — "Then the soldier, full of 
strange oaths, and bearded like the pard, jealous in honour, sudden and 
quick in quarrel, seeking the bubble reputation even in the cannon's 
mouth." (63) Where does he seek the bubble reputation ? — " Then the 
soldier, full of strange oaths, and bearded like the pard, jealous in 
honour, sudden and quick in quarrel, Beeking the bubble reputation 
even in the cannon' * mouth." (64) In the mouth of what does he seek 
the bubble reputation ? — " Then the soldier, full of strange oaths, and 
bearded like the pard, jealous in honour, sudden and quick in quarrel, 
seeking the bubble reputation even in the cannon's mouth." (65) In 


what part of the cannon does he seek the babble reputation ?-~" Then 
the soldier, full of strange oaths, and bearded like the pard, jealous in 
honour, sndden and quiok in quarrel, seeking the bubble reputation 
even in the cannon's mouth," (66) How is emphasis given to the fact 
of his seeking the bubble reputation in the cannon's month ? — " Then 
the soldier, full of strange oaths, and bearded like the pard, jealous in 
honour, sudden and quiok in quarrel, seeking the bubble reputation 
even in the cannon's mouth." 

£^~ Let the Pupil send me, besides the analysis of the " Seven Ages," 
at least ten sentences of his own selection dealt with by the Interroga- 
tive Method. 

In response to numerous requests by pupils preparing for examina- 
tions, I have prepared and printed a series of " Coaching" papers on 
the following subjects [the price for each is 5 shillings, but for Materia 
Medica it is £1, and for Figure Dictionary it is 15 pence] : — (1) How to 
learn Greek — (2) How to learn Latin — (3) How to learn German— (4) 
How to learn Italian — (5) How to learn French. More than 100 ex- 
amples of the application of my Method in each of these papers are 
given dealing with the difficulties Students encounter in learning those 
languages. I have received many very high encomiums for these 
papers, as well as for (6) How to learn Chemistry — and (7) How to learn 
Botany — Part I., on Structural Botany ; and (8) Part II. , on Systematic 
Botany, and also on*(U) How to learn a Book, as applied to an entire 
chapter of a Law Book— (10) Materia Medica — (11) Figure Dictionary, 
containing numbers from to 1000, each translated into several words. 
This last is invaluable to those who have to deal with dates and other 
figures if they have not had time to exercise themselves on the Figure 
Alphabet as much as they should have done. 

The Pupil can hand the paper containing only the Name and Dates 
of Accession of the English Kings since and before the Conqueror, and 
also the List of Derby Winners with their Dates and the Figures of the 
Ratio, to their friends, for them to hear them give names and the order 
both ways in each, with their Dates, as well as the Numbers of the 
Ratio, and he can write out a list of the French Kings and their dates 
for his friends to hear him recite them. 


Few realise the fact that a new mental habit can be acquired and 
perfected in vastly less time than a new physical habit. But this habit 
of making Correlations— being only the doing CONSCIOUSLY that 
which the mind has always done unconsciously and instinctively, but 
very slowly and only after numerous repetitions — is acquired more 
quickly than any other new mental habit. The indirect advantages of 
acquiring this power are quite as great as the direct advantages. 
Wherein do the achievements of a Genius differ from those of other 
men ? Not so much in his original endowment with a higher grade of 
THINKING POWER, as in this, that from his greater SURENESS of 
Memory all the pertinent facts of a case are more vividly before his in- 
tellect and kept there by his strong concentration when he has occasion 
to form opinions or draw inferences. Thus, the practice of making 
Correlations, by accustoming the mind to appropriate and make use of 


acquired facts and ideas, similarly qualifies the ordinary intellect to use 
to the very best advantage the vast stores of knowledge which my Sys- 
tem may have helped to accumulate. 

But the grand advantage of making and memorising one's own Cor- 
relations, is that soon it will not be necessary to make any more of 
them. The latent power of the Memory having been fully developed, 
the new Memory will carry all burdens imposed on it, and retain every- 
thing that one cares to remember, except, of course, very complicated 
matters, where the use of the Method may be needful. 

Ilty Notice. — Learning by rote is done by means of many repeti- 
tions followed by more reviews. Learning by comprehension is accom- 
plished through the understanding a subject, perpetually renewed by 
frequent re-perusals ; but a permanent RETENTION is only secured 
by the Art of Never Forgetting, which, if faithfully and perseveringly 
practised, eventually enables its master to recall at toiU any past knowl- 
edge as easily and certainly in the presence of others, as in the quiet of 
his own library. 




L — It is not to be supposed that the Art of Never Fox-get- 
ting applies to a time previous to the period in which the 
Pupil learned the Art. All this portion of his life rests of 
course upon his unaided Natural Memory, except that the 
Art of Never Forgetting enables him to recall such previous 
impressions more quickly than formerly. 

IL — The Art of Never Forgetting does not refer, in the 
early stages of the student's career, to any case in which it 
has not been specially applied, except in an indirect manner, 
and only so far and as fast as his Natural Memory has been 
strengthened by the System. His Natural Memory, how- 
ever, has been. improved exactly in proportion to the pains 
that he has taken to carry out all my directions, and also in 
the degree that time has had its play in giving full develop- 
ment to organic growth. The Natural Memory becomes 
more powerful as the consciousness of In., Ex., and Con. be- 
comes habitually more sharp and well-defined— a result of 
practice only. The habit of always indicating the character 
of the intermediates of a Correlation, and particularly the 
habit of always memorising one's Correlations* rapidly devel- 
ops the Natural Memory— in a way not unlike that in which 
the observing powers of the portrait painter are strengthened 
in regard to the lineaments of faces ; before he learnt his art, 
all faces were demarcated by certain general differences, but 
he now notices individualities and characteristics that for- 

*In every case where Correlations are mentioned, the Student conld of course use the 
Interrogative Analysis. 


merly entirely escaped his scrutiny. Similarly, the Merao- 
rist discerning in every mental act one or more of the three 
memory relations more markedly and obtrusively than be- 
fore, the first impressions become more strongly cemented 
together even where the System is not designedly applied, 
and their recall is thereby greatly facilitated. Nor is this 
all ; the practice of concentrating the attention upon the "ex- 
tremes" when studying to link them together promotes the 
power of " concurrence" to an almost unlimited extent Be- 
sides, the agreeable shock of surprise experienced by the 
student in making Correlations causes him to return to this 
practice with renewed zest, and always with the added 
skill acquired in previous exercises. And then the habit of 
memorising all his Correlations greatly facilitates making 
new ones as well as remembering them with constantly dimin- 
ishing effort, until at length— not of course whilst learning 
my System, nor necessarily immediately afterwards, but in 
due time — in some cases weeks, in other cases months, in 
very rare exceptional cases perhaps a year — the making of 
Correlations thereby becomes the remembering of them ; in 
other words, all Correlations are henceforth self-memorised ! ! ! 
—a power for rapid and never-forgetting acquisition not eas- 
ily estimated and certainly unlikely to be over-estimated. 

There is a final stage to which all the diligent cultivators 
of the Art of Never Forgetting are sure to arrive if they pos- 
sess average ability, and have never permanently injured 
their memory and other faculties by dissipation or other 
perverse habits, and are not thwarted and palsied in all their 
mental operations by a weak continuity. In this stage, ex- 
cept perhaps for a grand Memory Display, the Natural Mem- 
ory having beeome so strong and retentive, Correlations are 
no longer required. The student having now become a 
Memory Athlete, his Natural Memory is so vigorous as to 
enable him to carry any burdens of recollection with perfect 
ease. This result may be certainly attained by all students 
of the Art of Never Forgetting, whether old or young, if 
they faithfully carry out all my instructions, not otherwise. 

But this highest possible strengthening of the Natural 
Memory through the TRAINING power of my System, is not 
at all necessary in ordinary cases and for ordinary purposes 
— yet it is always necessary where the Pupil desires to derive 
the utmost possible benefit from my System. Even if a Pupil 
never rises above the necessity of making and memorising 


Correlations in all cases where he wishes to remember any- 
thing, he can still learn a task by memorized Correlations or 
Interrogative Analysis in one4wentieth part of the time that 
he could possibly accomplish the same result with equal thor- 
oughness by his unassisted Natural Memory. 

III. — "What then is the meaning of the Certainty of Never 
Forgetting ? It means that if you wish to retain and never 
lose your hold on ANY FACT WHATEVEK, you have an 
infallible resource for doing so by means of a memorised Cor- 
relation. This is the veritable philosopher's stone that turns 
an otherwise EVANESCENT IMPRESSION into the pure 
gold of a permanent retention: 

IV. — It must here be observed that the Art of Never For- 
getting, as such and in its own capacity, has nothing what- 
ever to do with the comprehension of a study. That is taken 
for granted throughout. Whatever be the subject-matter 
under consideration, whether the pupil be listening to a lect- 
ure or reading a book, the understanding of the lecture or 
book is assumed — the business of the Memorist commences 
only when its Retention is required. Let no one imagine 
that my System is a Substitute for grasping the meaning and 
mastering the facts and principles of any subject. Let the 
Pupil avail himself of all possible aids for the understanding 
of his Lessons — the assistance of teachers, actual inspection 
or personal manipulation where possible, and an exhaustive 
study and pondering of the matter in hand ; and when his 
intellect has in this manner absorbed all the necessary and 
pertinent ideas of the topic under his consideration, he will 
then make use of my System to INDELIBLY IMPRESS all 
these facts, principles, and ideas in his Memory. To illus- 
trate my views in detail let me remark that there are three 
grades of Memory : (1) Mere verbal memory, or learning by 
Bote. (2) The memory of Comprehension. (3) The memory 
of Retention. 

JX) Learning- by rote is learning by heart by means of endless repe- 
tition. Acquisition in this way is done by brute force of memory, 
without any aid from intellectual contact with the subject-matter it- 
self. It is simply committing to memory words without any pretence 
of absorbing or assimilating the ideas they represent, their meanings, 
or the relation they sustain to each other. This is cramming. The 
crammer is indifferent how ignorant he may really be or continue, if 
he only succeed in passing the ordeal of examination. And here is 
seen one of the greatest sins of Mnemonics; by means of its Key, 
a youth with a first-rate Natural Memory, can string together a few 


facts, events, words, or sentences, that enable him to show off for a 
short lime without the slightest genuine knowledge of the subject- 
matter of the display. 

A Pupil of mine who had given up the ''associations'' of Mnemonics 
in despair, but who had learned how to use its key. finding how easily 
he could make and memorise Correlations^ actually made seven mne- 
monical keys of 100 words each on the principle of an Analytic Series. 
He used four of these keys in History, and three of them and the An- 
alytic Series in Chemistry and Political Economy I His excuse for 
violating the principles of my System was that he was in a hurry, and 
that, whereas he had failed in three previous examinations with mne- 
monical aid, and that of good coaches, he succeeded at last through the 
assistance of my System, because Correlations prevented his forgetting 
any of the facts correlated ! But at what a sacrifice of time and sense 
he purchased this victory ! To connect all the statements of Fact or 
Proposition he wished to remember he had to select a Suggestive Word 
in each of them and correlate it to his Keys, whioh sustained no rela- 
tion whatever to the Subject- Matter ! ! ! How much more easily he 
could have correlated those Suggestive Words together, and thus have 
preserved the Original Connection of ideas ! Instead of maintaining the 
Sequence of the Scientific Development of the Subjects, he made each 
Proposition an Isolated Fact, bearing no relation to anything except 
these outside and unconnected Keys 11! — with the inevitable conse- 
sequence of being obliged to recall to mind all the words in a Key until 
he came to the particular Fact or Proposition he required! and it 
would not have obviated this difficulty if each of his keys had spelt 
the figures from 1 up to 100. When I pointed out his stupendous blun- 
der he acknowledged his mistake, and confessed that, if he had fol- 
lowed my Method pure and simple, he could have done his work in 
half the time he had spent upon it and have intelligently mastered the 
subjects themselves, instead of merely memorising an enormous mass of 
undigested and unrelated facts, as is always the case where a mnemon- 
ical " Wheelbarrow," alias Key, is used. 

Suppose the learner by rote attempts to study Geometry. He com- 
mits the demonstrations to memory, and he has no more conception of 
what the figures, lines, and angles, and their relations mean than he 
has of copies of hieroglyphics. Instead of first thoroughly studying and 
thinking out the import of each Definition, Postulate, and Axiom, and 
then learning the Demonstrations by Analysis, since the successive 
steps are always Inclusions or Exclusions, he does not strive to under- 
stand them at all, but merely memorises everything verbatim, with the 
certainty of soon forgetting all he has learned. Suppose he takes up 
Structural Botanv, and he has got to the Flower, he reads that the 
Flower has four Whorls or Parts— (1) The Calyx, (2) Corolla, (3) Sta- 
mens, and (4) Pistil ; and that the Calyx is composed of leaves called 
Sepals— the Corolla of Petals — the Stamen of the Filament, Anther, 
and Pollen ; and the Pistil of the Ovary, Style, and Stigma. He wants 
to remember all these new and wholly unfamiliar facts and these tech- 
nical words ; and he does so by repeating them over and over again, 
parrot-like, until *he can say them by rote. They must be repeated 
until the mind succeeds in forming unconscious Correlations— the weak- 
est of all — mere sound Inclusions and sound Concurrences! ! !— no In- 


elusions or Exclusions of meaning, nor any Concurrences of Sense or 
Ideas ; nor are they consciously repeated forward and backward with a 
recapitulation of both extremes ! ! The things themseloes have not been 
carefully studied and closely inspected, nor have the descriptive ux>rds 
become connected by concurrence with the facts for which they stand. 
The case is almost on all fours with trying to learn mere gibberish — 
" full of sound and fury, signifying nothing " No wonder, then, that 
learning by rote produces only short-lived impressions. Such a course 
promotes mind-wandering ; it leaves no permanent trace, and it usually 
breaks down the health. It is not study; for long ago Montaigne 
taught that learning by heart is not learning. 

(2) The Memory of Comprehension is that which follows or sur- 
vives the understanding of a subject. This method of acquiring knowl- 
edge is taught in Kindergarten Schools and elsewhere by Object Les- 
sons. It is superior in every way to learning by rate. The student of 
this method, if attempting to learn the aforesaid Botany lesson, would 
insist on having real Flowers before him. He would dissect many of 
them — identifying each part as he proceeded — until by dint of observa- 
tions repeated, and the recalling of the technical names in connection 
with the observations, he fixed the special terms and their applications 
clearly in mind. This is the true course to pursue in any new scientific 
study. Yet it cannot be relied upon except by those having unusu- 
ally trustworthy Natural Memories. The retention is more permanent 
than in the case of learning by rote. Still, perpetual reviews are nec- 
essary to conserve the recollection of the facts learned by the method 
of Comprehension. A poor memory may receive a message, be able to 
repeat its import and details on the spot, and yet forget half of them 
before a street is crossed or ten minutes have elapsed. Even supposing 
a pupil perfectly understands a definition, description, experiment, or 
demonstration, the relation which one part of a subject bears to an- 
other, the part to the whole and the whole to the part, yet this is no 
assurance that he will permanently or for any considerable period re- 
tain all this knowledge. A reader may be able to tell you the contents 
of a chapter or even a whole book immediately after reading it, who in- 
variably forgets all about it the next day, week, month r or year ! ! There 
is always a memory, however evanescent, that follows the contact by 
rote with any subject — a more prolonged memory that ensues from the 
comprehension of a subject ; but a permanent retention is only secured, 
alike by the best or worst natural memories, by the Art of Never For- 

(3) The memory of Retention— 

Let me first enumerate a few Pupils who are not usually prepared to 
proceed to apply my System to their studies or business. (1) The over- 
confident, sliarp Pupil. — The dull Pupil, if really ambitious and per- 
sistent, usually wins a fine success. Why? He feels the need of 
guidance and accepts it, and patiently and perse veringly works out all 
my exercises exactly as prescribed. He may progress slowly at first, 
but he soon acquires new strength, and at length outstrips the over- 
confident, sharp Pupil. Why ? The latter believes he knows what he 
wants ; not having gone through the System, and not having expe- 
rienced its benefits as a Memory-Trainer, he judges superficially, omits 
the very exercises that he most needs, or neglects all alike ; and, when 
he finds that he has not received the new power that my Testimonials 


avouch, be is half inclined to think that they arc exaggerated, until he 
finds he has been outran by dull Pupils. His fault was that he did not 
do what be was told to do in the way he was told to do it. In one 
sense, my Pupils, to get the full power of my System, must be obedient 
learners, or else it is not my System that they have learned ! ! (2) Tfwse 
who are fancy-ridden or dreamers. Their imagination seems to be per- 
petually stimulated to create difficulties, to conjure up theoretical ob- 
jections, and to go mad on impossible cases. Instead of learning each 
lesson as it has been given, they set themselves up as teachers or as 
critics of my System ; they arrive at this lesson with no true conception 
of the previous lessons, and they have received very little benefit at all 
from the exercises. Their best course would be to turn back, lay aside 
their own imaginings, and faithfully carry out all my directions ; and 
if they can really do this, they can finish my System with the usual ad- 
vantages. When they settle down to study, they find it difficult to do 
so because of Mind-wandering. When such as these sometimes claim 
that they have spent from 10 to 20 hours on each lesson ! ! I have no 
trouble in satisfying them at an interview that they really did not de- 
vote more than two hours to each lesson, the rest of the time having 
been given up to day-dreaming I 1 For the purpose of mastering my 
Memory Lessons, the worst mind-wanderer can sufficiently strengthen 
his Attention by reciting, every day, both ways, the Analytic Series in 
the First Lesson, whilst going through the course. Memorising Cor- 
relations is better practice still, if they are memorised in the exact; 
manner I prescribe. (8) Those who imagine that they have really not 
had the time or health to study and learn the lessons. As to lack of 
time, I can conceive of no one in want of time to improve his memory, 
if he be in earnest. The busiest men always have the most leisure. 
It is only the unmethodical who kuow not how to use their spare time. 
Many of my best Pupils have learned my System in going to and in re- 
turning from business — or in those numerous snatches of time that are 
usually absolutely wasted. At to lack of health, if the Pupil is no 
worse than when he ordered the lessons, he still has health good enough 
to learn them. Of course, if he is downright ill, he must postpone 
study till he is better. As to health generally, it seems to be almost 
universally overlooked. This is wrong every way. Presuming that 
due preparation is first made for the future world, it is certain that no 
one can do justice to this world who neglects his health. Whether for 
business, pleasure, or study, everyone should maintain himself in the 
perfect condition of a Derby Horse winner, if he hopes to get all out of 
life that there is in it, consistently with the highest moral and religions 
ideal. How many hours a day can a man study if he is in perfect 
health ? Not 12, 14, or 16 hours, of the 24, as ambitious students sup- 
pose, who are determined to ruin their health by overwork — but from 
six to eight hours are all that the best-endowed and healthiest student 
can advantageously devote to study ; and, in this case, there should be 
a rest of from one to two hours between every two hours' study. In 
this way, the highly strained attention has a chance to recuperate, and 
a return to study is made with reinvigorated brain and unflagging en- 
ergies. If the student under exceptional circumstances must study 
more than six or eight hours per day, let there be also frequent changes 
from one study to another, as unlike each other as possible, so as to call 
into action other faculties not exerted in the previous lesson. And let 


t\iexe be plenty of exercise that promotes the circulation and perspira- 
tion, but no exercise that strains or wearies. These six or eight hours 
of study secure greater progress than can be possibly gained under the 
usual conditions. And the rest between the study hours need not all 
be devoted to exercise or amusement — but a portion might be given to 
learning or reviewing my System. This would call into requisition 
faculties and powers not used in the regular studies, and hence it 
would be no task or burden, but a recreation that would greatly in- 
crease the acquiring and retaining powers during the working hours. 
To show that the foregoing views of health are sound, I may add that I 
have received many Testimonials from University Graduates, admitting 
that my recommendations in regard to health nnd the amount and 
mode of daily study, together with my Art of Never Forgetting, had 
been of more real service to them than all their College studies. One 
Senior Wrangler says it was It years from the time he resolved to be- 
come a Senior Wrangler till he realised his ambition ; that he studied 
during Term time, for all these years, from 12 to 16 hours daily, and 
utterly ruined his health by this ill-directed labour ; and he adds, that 
if he had had the benefit of my Art at the outset, and had followed my 
directions in regard to health, the manner and time of study, he could 
have achieved the same proficiency in three years, and saved his health 
into the bargain ! 1 ! (4) Those who come to the study of my System 
in an exhausted, worn-out condition. Such persons after a hard day's 
work, and a long evening of other study or excitement or dissipation, 
take up my lessons just before retiring ! ! With brains used up or en- 
feebled to the lowest minimum, they hope to learn from the printed 
page ! ! Impossible — They should exercise a little will-power and re- 
tire one or two hours earlier than is their wont, and then rising an hour 
earlier than usual, give attention to my lessons when their minds are 
fresh and rested, and in a condition to absorb new knowledge. (5) 
Those who instead of first mastering my System, before attempting to 
apply it, hope to save time by trying to learn it whilst applying it to 
their studies ! ! This is insanity, and it almost never succeeds. The 
Pupil has to learn an entirely new System— altogether different from 
any Artificial System, or his own previous method of learning — and, to 
assimilate this new Method, he must have practice in it at first with 
no other aim except to understand it and to glow familiar with iL As 
well undertake to learn arithmetic whilst performing the duties of a 
bookkeeper ! ! No. he must first require considerable dexterity in 
arithmetical rules before he attempts the task of a bookkeeper. And 
before applying my System, he must in like manner know it, and be 
facile in its methods. This only requires a few hours of genuine study 
on each Lesson, not weeks or months ; and when it has become thus 
mastered, the Pupil can accomplish by its aid as much in one week as 
he could without it in many weeks or months. However much pressed 
for time a candidate for an examination may be, or however near it 
may be, my advice always is, " Either master my System first and then 
resume your work of preparation, or else postpone all thought of my 
System till the examination is over." The student must be in earnest 
with my System — it does no good to flirt with it. (6) Those who have 
tried to learn my System by rote, or by the mnemonical methods of 
story -telling or picture-making, or by the jaw-breaking Abracadabras of 
Dr. Grey. Strange as it may seem, the number who do this is alto- 


gether too large. Not long since, a teacher of a Private School actually 
spent three hours each day for three weeks trying to make pictures 
between each pair of words in an Analytic Series ! 1 ! He was trying 
to learn by post, and at last he called upon me for an explanation why 
he could not learn that series in 54 hours when I claimed it could be 
done in from one to three hours ! After pointing out that he had tried 
to learn it in his or the mnemonical way, and not in mine, I proceeded 
to go over the three laws with him ; and then, in less than two hours 
all told, he had perfectly learned the 100 words by my Method. Yet, 
when he first called, he stoutly insisted that he had followed my 
Method ! ! 

To show how impossible it is for some people to understand, much 
more to adopt, new ideas, I may allude te the case of a recent Pupil, 
who had been, in youth, drilled in the mnemonical system of Dr. Grey. 
He found it difficult to learn my System because he was all the time 
trying to translate it into the barbarous jargon of Grey's Mtmoria Tec/i- 
nica ! ! ! I gave an illustration of the preposterous absurdity of Grey's 
System in the Knight's Tour. To show how twisted and contorted a 
mind must be that can use this method in adult years, I here add 
Grey's Formula for memorising the Dates of the Accession of the Eng- 
lish Kings, from the Conqueror to George III. — 

WH-conjaw Rxttkoi Henrag. 

StephM <fc Hensecdu/ RicbeinJann Hethdas & E&doid. 

Edsetyp Edterfc* Risetaip Ketotoun Hefi/atfque. 

Hensijtfri Edquar/awtfEfi-Rafc/ Hensep/of Henoclyn. 

Edsexfce M&rylut Ebsluk J&msyd Caroprim&2. 

Carsec&fc J&maeify/ilseik An/ yb Gebo — doi-sy. 

A Pupil sometimes complains that he cannot make Correlations (he 
cannot have really tried) and so he says he has learned mine ; but, in- 
stead of doing so as I prescribe, he has sometimes repeated the two ex- 
tremes by rote, and totally disregarded the intermediates whilst pre- 
tending to learn the Correlations 1 1 No wonder, when such a Pupil has 
finished, that he cannot do much more in the same time than he could 
before he looked at my System ! And this leads me to say that appar- 
ently many persons have not derived sufficient mental discipline from 
school or college to enable them to learn any new art wildly by them- 
selves. Such persons are impatient to get to the end of the journey be- 
fore having travelled half the distance ! Although I tell them in my 
Prospectus and Lessons over and over again that it is from DOING the 
EXERCISES that the new power comes, yet these warnings fall un- 
heeded — they never think of them — they slight the exercises or never 
do them at all, or never do them in my way, and thus they have not ac- 
quired the power spoken of in my Testimonials. 

(7) Those who have merely learned the exercises without having ab- 
sorbed the PRINCIPLES that presided over them, and who hence lack 
the power of applying the System to any ease not mentioned in these 
Lessons ! They are like some timid doctors who can never prescribe 
for a patient unless they can find a medical report giving a case having 
exactly the symptoms their patient exhibits ; or like case-lawyers who 
can never argue or advise from legal principles, but only from parallel 
cases where the facts were precisely similar to those in the case before 
them. The examples in my lessons are, however, so varied, that the 
dullest Pupil must find any case provided for, if he carefully re-ex- 


amines the lessons. Although I give many illustrations of its applica- 
tion to remembering Proper Names in Synthesis, yet I receive occasional 
inquiries from correspondents in these words, "Kindly tell me how I 
am to remember Proper Names when I am introduced to strangers ! " 
An actor recently said, "I find no help in your System for remember- 
ing ' cues ; ' " yet I had given him a practical illustration in the case of 
the Maoready Anecdote. Another says, "I can use your system in all 
my wants, except how to learn prose and poetry/' yet he has had the 
application of my Method to learning 15 unconnected sentences ! ! ! 
Wherein consists the difference between learning 15 unrelated sentences, 
and 25 consecutive paragraphs or stanzasor verses of poetry, except that 
the verses or paragraphs may be long; the principle involved is exactly 
the same in both cases. And the same reply is applicable to persons who 
cannot see how my System applies to learning rules of grammar, de- 
scriptions of muscles, arteries or diseases in medicine. This incompe- 
tency to see how the principle that governs an example already given is 
to be applied to new cases, arises from lack of reflection, lack of use of 
the reason that human beings are supposed to possess. However, this 
inability quickly vanishes when the Pupil reviews all my Lessons and 
incessantly asks himself, as he proceeds, " What other cases can I ap- 
ply this principle to ?" 

(8) Those who think they can, by the use of my System, at the 
commencement of professional study, absorb 50 or 60 pages per day of 
new and unfamiliar reading ! ! ! Only a miracle could enable them to 
do so. In fact, no mistake is more fatal than for the student to im- 
agine he can rapidly read and absorb the ideas in his first Law, Medi- 
cal or Science work ! 1 ! The mastery of one book gives him the use and 
benefit of ail the ideas of that work in his subsequent reading in the 
same profession. The last few books of his professional course he can 
read rapidly, but never the first, second or third. If the medical stu- 
dent really masters Anatomy and Physiology, he will find that most of 
his subsequent reading either makes use of the knowledge derived from 
those subjects, or that it dovetails in with it. If the Law student mas- 
ters Contracts at the outset, he will find all his subsequent reading ea- 
sier. Thus, it is recorded of Lord St. Leonards that, having (as Sir 
Edward Sugden) been asked by Sir T. F. Buxton what was the SE- 
CRET OF HIS SUCCESS ; his answer was, "I resolved, when begin- 
ning to read Law, to make everything I acquired perfectly my own, and 
never to go to a second thing till I had entirely accomplished the first. 
Many of my competitors read as much in a day, as I read in a week ! ! ! 
Bat, at the end of twelve months, my knowledge was as fresh as on the 
day it was acquired, whilst theirs had glided away from their recoUection. yy 
(*' Memoirs of Sir T. F. Buxton," chap, xxiv.) 

Supposing that the Pupil, having arrived at this place in this Lesson, 
has really qualified himself to proceed, I will add here what I have said 
before very many times, that my System presupposes the comprehension 
of a subject. That is not all. I take it for granted in this Lesson that 
the Pupil has carried out all my instructions in the preceding Lessons, 
and that he has thus already attained increased RETENTIVENESS from 
my System as a Memory-TRAINER. These facts being assumed, Correla- 
tions step in and photograph the understanding of it permanently on his 
memory. Suppose the Pupil has understood the Lesson on the Flower, 


lie can at once identify and name each part of it. He has looked up the 
derivation of the technical terms, and he has thought ont the inclusions 
involved in the derived and original meanings, and he has assimilated 
the reasons why these terms are used. At length he proceeds to fix 
these terms in his memory by means of Correlations What has been 
accomplished by the compreliension of a subject V There has been made 
a vivid First Impression. The relation of each part to the whole, and 
of the whole to the parts, has been understood ; there has been a dove- 
tailing, an intertwining of all the new ideas, and of all the fresh knowl- 
edge, into and amongst the old ideas and old knowledge already stored 
up in the mind. The things themselves, the facts and their relations, 
are what are thought of and considered ; and although words — in this 
ease not mere words, but truly the representatives of things — are used 
in Correlations, yet. when memorised, there has resulted a CONSOLI- 
DATION of the facts and ideas regarding the matter under considera- 
tion. To use a crude illustration, it may be said the complete and per- 
fect understanding of a subject has created a heat in the brain, and the 
knowledge lies amongst its elements, like melted lead in the crucible 
over the fire ; and instead of its being left there to oxidise into scum or 
dross, * Correlations pour the molten ore into moulds, that fashion it as 
it solidifies into any permanent shape required. 

To the Student commencing the study of Botany there is one word 
that is " well known " — the word Flower. To this he attaches in a chain 
the four whorls, or successive principal parts of the Flower, by means 
of Correlations, memorising each one as soon as he makes it. Although 
I have over and over again insisted on the proper method of memorising 
a Correlation* yet all my Pupils do not practise my Method. But no 
Correlation is memorised unless the Pupil, after reading it over, then 
turns away and repeats from memory [not reading it over and over 
again ! I] the Extremes and Intermediates, forwards and bacteuxxrds y from 
three to six times each way, and then recapitulates the two Extremes, 
always repeating the Correlation more rafridty each time than before. 
More pains than this is rarely, if ever, necessary, even in the case of the 
weakest memory, even during the period of Memory- Training ; and in 
no case is it necessary after the Pupil has strengthened and invigorated 
his memory by a sufficient amount of practice. To Flower he correlates 
Calyx, Calyx to Corolla, Corolla to Stamens, and Stamens to Pistil, thus : 
[or, better still, makes and memorises his own Correlations in this as in 
all other cases] — 

Flower... bread... bread-provider... caterer... Calyx... licks... tongue,., 
voice. . . many voices. . . chorus. . . Corolla. . . Rolla. . . Peruvian Hero. . . Peru- 
vian bark. . . tonic. . . staying power. . . Stamens. . . stays . . ropes. . .pulley. . .putt 
...trigger... pistol... Pistil. The Pupil might repeat the words by rote— 
Flower, Calyx, Corolla, Stamens, Pistil, a thousand times! ! // this 
would not make so definite and vivid an impression on his memory as 
the memorising of the connecting Correlations would, a feat of a few 
minutes only. After he has memorised the Correlations that unite the 
four parts together, he then correlates to each part the sub-parts that 
belong to each, thus : Calyx... lictor... scourge., criminals, .pals. .Sepals. 
And to Corolla he correlates its component parts, thus : Corolla, .rolr 

* Dr. Bain Rays :— " It is quite possible to read so as to comprehend the drift of a book 
and pet forget it entirely. n 


licking . frolicsome . .lambs . ,pet-l&mba .Petals. And to Stamens he 
correlates its component parts, thus: Stamens, .mendicant . .ragged 
dress, .habiliment. . Filament, .fill, .organ pipe, .anthem.,. Anthers .. 
Polyanthti8...FoLLEH. And to Pistil he correlates its component parts, 
thus : Pistil... slwt...ShoUwer...Ov*Bx...mry.. fashion... Style... stylus 
. . . lustre. . . Iwnou r. . . disgrace. . . Stigma . 

Suppose the Student is studying Anatomy, he has the pictures in the 
text-book and the skeleton before him to enable him to get the correct 
impression of the different parts of it. And when he has mastered the 
theory and details, he wishes to impress them permanently on his mem- 
ory. There are only two methods possible— as stated in my Pro- 
spectus : — 

(1) The first is the traditional method of learning by rote or endless 
repetition. A celebrated coach in Anatomy says that no one can learn 
Anatomy until he has learned and forgotten it from three to seven 
times ! ! In learning any book in this way, each sentence would be re- 
peated over and over again, and then reviewed and relearnt and for- 
gotten and learned again ! and then at last the Pupil, if he possessed a 
first rate cramming memory, might answer questions on it, but would 
be utterly unable to begin at the first section and go on and give the 
contents of each succeeding section till the close. In learning a book 
by rote, the number of times that each sentence and section are re- 
peated, if actually written out and printed, would doubtless cover 5.000 
to 50,000 or more pages ! — and even then the Pupil passes his examina- 
tion, if he really does 1 1 pass," partly by luck and partly by merit ; and 
all his life he is constantly referring to it, and repeating it, and study- 
ing it, over and over again — showing really that he possesses little more 
than a Reference Memory in regard to it 1 1 But let us be candid and 
confess the truth ; tens of thousands every year and during successive 
years try the various professions — law, medicine, divinity, or sciences, 
history, &©., &c. — and utterly fail to *• pass/' even respectably, because 
they lack the extraordinary MEMORY necessary to acquire knowledge 
by rote. 

(1) What a prodigious saving of time, and what a different result, 
when the Pupil applies my Art to the study of Anatomy ! After first 
getting a clear idea of the matter he is dealing with, he then correlates 
together the principal grand divisions of the subject— (1) Trunk, (2) 
Cranium, (3) Extremities (arms and legs), and (4) Unclassified bones. 
Beginning with the word " Bones " as the Best Known and the subject- 
matter under consideration, he proceeds thus: BONES... breastbone... 
breast. . . chest . . TRUNK. . . elephant's trunk. . . head. . . CRANIUM. . . top. . . 
bottom . . . EXTRE MITIES . . . extremes. . . beyond rules. . . unclassifiable. . . 
UNCLASSIFIED BONES. When he has memorised these Correlations, 
he can recall the four grand divisions, forwards or backwards. He then 
proceeds to correlate together all the leading points connected with the 
first division. There are 33 vertebrae in the trunk or spine. He fixes 
this fact thus: TRUNK... box... stone box.. .MUMMY [33]. He then 
correlates the sub-parts together thus : TRUNK. . . travelling convenience 
...serviceable.. .CERVICAL... service... pecuniary service. ..endorsement 
...DORSAL.. .dormitory. ..sleeping apartment . .. slumber... LUMBAR... 
barrel... barrels of flour... sacks of flour... SACRAL... sacrifice... a cock to 
.flEsculapius. . . COCC YGE A.L. When he has thoroughly memorised these 
Correlations, he then deals with each sub-part thus : CERVICAL... neck 


. ..neck yoke. . .YOKE [7] . In this way he fixes the number of bones or 
vertebrae in the Cervical region, and in a similar way he deals with the 
number of bones in the other parts. Then taking the word Vertebra as 
his " best known/' he correlates to it all there is to be known about it, 
as the Centrum, Neural ring, Processes, &c, &c., (fee. When he finishes 
Anatomy in this thorough manner, he knows it ; and he never has to 
learn it again or review it ; and he has spent upon it but one-Jialf the 
time he would have spent upon it if learning by rote, with the certainty 
in that case of having to learn and forget it three or six times more ! ! ! 

Although this thorough method of imprinting impressions 
takes the beginner considerable time, yet he could not in four 
times the amount of that time make the same permanent im- 
pression on his memory by endless repetitions. But this is 
not alL When he has applied my System in the above way 
for one or two weeks, he can then accomplish as much in one 
week as he could without it in a month — with the result of 
soon forgetting what he had learned by rote, and never for- 
getting what he had learned by my System. 
' If the Pupil, in endeavouring to understand the subject- 
matter of his study, cannot use his natural senses, he must 
use his intellect to secure the meaning or comprehension of 
it, and here he must incessantly use the method pointed out 
in Predicating Correlation, and look at the new ideas on all 
sides of them to make sure that he understands them. If he 
is learning Geography, he must carefully study the maps- 
even copy them — or, what is better still, try to copy them 
from memory, and then compare his ideal copy with the 
original map, until he can make a nearly perfect map himself 
from memory. When he has thus got a correct idea of the 
Counties of Ireland, for instance, he could then proceed in 
impressing them on his memory by memorizing the follow- 
ing Correlations : — 


Four Provinces. 

Ireland. . .Irish frieze. . .overcoat. . . Ulster. . .stir. . . Lein- 
ster. . .lend . . .money . . . Marnier. . . Cork. . . no weight. . . 
naught . . . Connaught. 

Ulster. . .Ulric Zwingle . . .preacher. . .pew; (9 counties). 

Leinster . . . spinster . . . Diana (12 counties). 

Munster. . .minster. . .huge (6 counties). 

Connaught. . .know nothing. . .know all. . .all (5 counties). 


Ulster. . . cloak . . . fur trimmed . . .trim . . . Antrim . , . ant 
liill . . . crowded . . . London . . . Londonderry . . . done . . .don . . . 
Z?onegal. . .galling. . .tyrannical. . .Tyrone. . .throne. . . firmly 
established . . . Fermanagh . . . man . . . Cavan . . . van . . . fair . . . 
many gain. . .Monaghan. . .agony. . .poisoned arrows. . .arms 
. . .Armagh., .armed. . .light armed. . .feather. . .Down (. . . 
soft . . . lenient . . . Leinster). 

Leinster. . . lint. . . wounds. . . cries . . . loud. . . Louth . . . 

mouth. . . carnivorous. . .meat. . . Meath. . .east. . . Westmeath 
. . . sheath . . . long sword . . . Longford . . . long number . . . 

count . . . King's County . . . Queen 9 h County . , . crown . . . gold 
. . .gild. . .KUdare. . .daring. . .knock down. . .double knock 
. . .Dublin. . .double wick. . . Wicklow . .burnt low. . .candle 

wax . . . Wexford ... vex . . . insult . . . vulgar . . . low . . . Carlow . . 

laid low. . .killed . . .Kilkenny (. . .any man. . . man. . . Mun- 


Monster. . .monster. . . dragon tail. . .tip. . . Tipperary. . . ' 

dip in water Waterford. . .swim. . .safety belt. . . Cork. . . 

bottle. . .wine. . .sherry. . .Kerry. . .Kerry cow. . .Jersey cow 
. . .small. . .limited . . .Limerick. . .rick. . .on fire. . .glare. . . 
Clare ( . . . clairvoyant . . . nothing seen . . . Connaught). 

Connaught. . . canoe. . .boat. . .galley. . . Galway . . . may. . . 
Mayo . . . may go . . . Sligo . . . sly . . . creeping . . . stepping lightly 
. . . Leitrim . . .rim . . . cup . . . old China . . . common delf . . . Ros- 

Of course the towns in each county may be dealt with in 
a similar manner, for instance : — Antrim. . .Antrim . . .interim 
. . .in the meantime. . .race. . .against time. . .fast. . .Belfast 
. . . fast growing. . . fungus . . . Carrichfergus . . . hay carrier 
hayfork . . . pole . . . spear . . . arm . . . Olenarm . . . armed men . . . 
Ballymena . . . Ballymoney . . . BaUycastle. 

If the subject is intellectual and not in any way directly 
addressed to the senses, as in History, Political Economy, 
Logic, &c, &c, the Pupil must secure the comprehension of 
the subject by making abstracts of it in his own language, as 
set' forth hereafter. 

A few words on three topics not heretofore fully con- 
sidered : 

I.— Retaining the Contents op a Book in one Reading : — 

(1) You will not read the book with the rapidity with which some 

young- ladies are paid to devour the latest novel ! They are often 

suspected of skipping pages at a time in order to discover the 


different stages of a plot, until a thoroughly aroused curiosity 
compels them to hasten at once to the last chapter to fall upon 
the denouement. This is not the style of perusal I contemplate. 

(2) Nor is it to be supposed because you know how the method is to 
be applied that it will therefore work itself. It has to be applied 
carefully and methodically. This necessarily demands a little 
time. Those who possess good health and good continuity, and 
a mastery of the System, accomplish the retention of a work in 
vastly less time than would be possible for them without my 
System, and the study has been a pleasure and never a task. 
On the other hand, those who are in the possession of poor 
health or of weak concentration, or who are overburdened with 
business anxieties, domestic cares, or competitive worries, would 
very seldom, if ever, master any book in the ordinary way by 
mere repetition. These persons are extremely unfavourably 
situated to do justice to my System, and it costs them more time 
and trouble to muster any book than the former class. A student 
admitted that he had carefully read a manual of English History 
completely through sixteen times and then failed in the examina- 
tion. To have obtained a lasting knowledge of this History 
by my method would probably have occupied him as long as he 
was formerly engaged in two or three of the sixteen fruitless 
perusals of it. There is, however, only this difference between 
this unfortunate student and the great majority of those who 
succeed in the examinations through cramming. He forgot all 
his historical knowledge before the examination — they usually 
forget theirs shortly after/ In fact, a student or a man in ad- 
vanced years who has really mastered any book so that he never 
has to refer to it again is a wonder ! Take the memories of mem- 
bers of the learned professions — they are usually only REFER- 
ENCE memories ! They know where to find the coveted knowl- 
edge, but they do not possess it or retain it in their minds. On 
the other hand, the student who masters a book by my method 
really knows the contents of it, and he is thus enabled to devote 
to other purposes an enormous amount of time in the future that 
other people have to spend in perpetually refreshing their super- 
ficial acquirements. And this is to be added, that the average 
student who has carried out all my instructions can even now 
learn as much by my Method in any stated time as he could learn 
without my Method, and with equal thoroughness, in many, many 
times as long a period ! And if any one who has been pressed 
for time or who has been in a panio about an impending exam- 
ination, or who hste been too much troubled with Discontinuity, 
too ill iu general health, or too idle, to do more than superficially 
glance at my lessons — if any such person doubts his competency 
to accomplish as much as the diligent student of average ability 
has done, then let him turn back and really and truly MASTER 
my System [for he does not even know what my System is. un- 
less he has faithfully carried out to the very letter all my instruc- 
tions] . and then and not before he will probably find that the 
achievements of the average diligent student of my System are 
quite within the easy range and scope of his own powers. 


(3) In regard to the subject-matter of the book, you do not care to oc- 
cupy yourself with what you are already familiar, and in most 
books there are a great many things that you already know. In 
many works, too, there is a great deal of padding-matter inserted 
to increase the bulk of the book, and possessing no permanent in- 
terest. There is also very much repetition — the same matter, in a 
new dress, is reintroduced for the sake of additional comments or 
applications. Ton do not trouble yourself with these iterations. 
The contents of a book which demand your attention are the 
IDEAS which are NEW to you, or the NEW USES made of famil- 
iar ideas. 

Students who have not learned to exercise any independent thought 
often coufess that in reading any book they are always in a maze. One 
thing seems just os important as another. To them the wheat looks 
exactly like the chaff. As an illustration that the power of Analysis is 
entirely wanting in many cases, I may mention that I once received a 
letter in which the writer had literally copied one of my full page ad- 
vertisements, and then added, " Please send me what relates to the 
above ! " A modicum of mental training would have led him to say, 
"Kindly send me your Prospectus." 

The power to discriminate between the important and the unimpor- 
tant is greatly increased by making Abstracts of Essays. A great au- 
thority on education says, vt Any work that deserves thorough study, de- 
serves the labour of making an Abstract ; without which indeed the study 
U not tJwrough." Let the ambitious student make an Abstract of any 
chapter of John Stuart Mill's Logic, and then compare his work with 
the Analysis of this same chapter by the Rev. A. H. Killick (published 
by Longmans), and be will at once see the enormous difference between 
the essentials and the non-essentials — the difference between the sub- 
ject of discussion and the explanation or exposition of it. The stu- 
dent's abstract, if printed, would extend over twenty to thirty pages. 
Mr. Killick' s only occupies two or five pages. But do not reverse the 
process and read Mr. Killick' a Analysis first, and then make your Ab- 
stract. The latter, however, is the easier, the usual and the useless 
method. Let the student continue this comparison till he attains very 
nearly .the brevity and discrimination displayed by Mr. Killick. Or, if 
he prefers History, let him make an Abstract of any chapter of Green's 
Short History of the English People, and then compare his digest with 
that of Mr. C. W. A. T ait's Analysis of the same chapter (published by 
Macmillan& Co.). It would be a capital training for the student to 
abstract the whole of Green's Work and compare his abridgment of 
each chapter with that of Mr. Tait. After considerable practice in 
this way in making Abstracts and comparing his work with that of such 
Masterly Abstractors as Dr. Killick and Mr. Tait, the student is pre- 
pared to make abstracts of his own text books. The difficulties some 
students meet with in attempting to make Abstracts would be very 
amusing if they did not indicate an almost total failure of educational 
training in the matter of thinking for one's self. Recently a Pupil 
brought me a work on Physiology, written for general readers, and, 
pointing to a paragraph in it that occupied nearly a whole page, ex- 
claimed, " The onlv way I can make an Abstract of that paragraph is 
to learn it by heart ! ! ! " A glanoe at it showed me that I could ex- 


press the gist and pith of it in the following sentence : — " Tbe pulse 
beats 81 times per minute when you are standing, 71 times when sit- 
ting, and 66 times when lying down." After a re-perusal of the para- 
graph he remarked, "You are right. That is ail one cares to remem- 
ber in that long passage." To his request for me to memorise the 
Abstract, I replied by asking what is the " Best Known " in it Why, 
u pulse," of course. It is merely occupied with the number of times 
the pulse beats per minute in different positions of the body. Now 
correlate (memorising your correlations as you proceed) "Pulse" to 
*• standing" and u standing" to a word expressing 81 (feet); "sit- 
ting," to a word that translates 71 (caught), and "lying- down" to a 
word that spells in figures 60 (judge). The bodily positions being ex- 
haustively enumerated need not be correlated together. " PULSE... 
beating. . . fighting. . . stand-up fight. . . STANDING. . . stand. . .small table . . . 
table legs ... FEET. SITTING ... rest ... arrest... CAUGHT. LYING 
DO WN . . lies. . . perjury. .. trial. . . JUDGE. " After making the most care- 
ful abstract a poor memory will forget it entirely, and & first-class mem- 
ory will not retain it long from merely hating made the abstract. To 
consolidate and translate the compre/iension into a permanent retention, 
the unfailing power of Memorised Correlations is needed. And this 
power the Art of Never Forgetting, ALONE provides. 

These preliminary studies will qualify the young student to distin- 
guish the main ideas from the subordinate ones, and he will then know 
when reading a book what to attend to and what to reject. Try a 
short essay first, then a longer one ; and at last, when you are familiar 
with the method, attack any book, and you will cope with it success- 
fully. Not much practice in this way will be required to enable you to 
know, from a glance at the table of contents, just what to assail and 
what to disregard. And in all your first attempts in reading a techni- 
cal work, make out an Abstract of each chapter in writing, and then 
deal only with this Abstract. Whenever the Subject is not treated in 
a desultory manner, but with logical precision, you will soon be able to 
find Suggestive or Prompting Words in the Sequence of Ideas and in 
the successive Links in the Chain of Thought that runs through the 
exposition. If there is no such sequence of Ideas or Chain of Thought 
running through it, it may serve as an amusement, but is little likely 
to command serious study. In a short time you will be able, in tbe 
language of Dr. Johnson, "to tear out the heart of any book." Haz- 
litt said that Coleridge rarely read a book through, " but would plunge 
into the marrow of a new volume and feed on all the nutritious matter 
with surprising rapidity, grasping the thought of the author and follow- 
ing out his reasonings to consequences of which he never dreamt." 
Such a result is rarely attained even by tbe ablest of men, but it is the 
ultimate goal at which every student should aim — an aim in which he 
will be largely assisted by the ART OF NEVER FORGETTING. 

It is the novelties of Fact, Opinion, Illustration, &c, set forth in 
your Abstract that you correlate together, .thus: You correlate the Ti- 
tle of the First Chapter to the Title of the Book ; next, the Titles of the 
Chapters to each other, and then you correlate, in each chapter, the 
first leading idea or proposition to the title of the chapter, the second 
leading idea to the first, &c. , &c. In this way you will proceed until 
you have absorbed all the new ideas, facts, statistics, or iUustrations, or 
whatever you wish to retain. You can then test yourself on the work 


by oalling to mind whatever von have thus cemented together One 
reason that ordinary readers totally fail in retaining the leading ideas of 
a book is that they have nothing to which to tie the ideas — they have 
no Method to assist them in the matter of Retention. But when they 
CORRELATE the Points, Facts, Principles, &c. , to Correlating Words 
found in the text," they seize hold of whatever they wish to remember. 
with, an unrelaxing grasp. A memorised correlation is the panacea 
for RETENTION of any and all facts whatsoever. And one hook 
learned in this thorough -going manner will so strengthen the Natural 
Memory, in both its stages, that Abstracts and Correlations will no 
more be needed, or only on exceptional occasions. 

|J3^~ The foregoing exhaustive mode of dealing with a hook is recom- 
mended to those who possess very weak natural memories not yet made 
powerfully retentive by my System as a Memory-TRAINER. If, how- 
ever, Pupil possesses a good natural memory, and a mastery of my 
System as a Device for memorising, and he has also greatly added to 
the power of his Concentration as well as his memory by doing all my 
exercises, he will not use my System, even in the reading of the first 
book, except now and then — certainly not constantly, but only occa- 
sionally. Although not necessary in case of good memories strength- 
ened by my System, yet I do most earnestly recommend the most gifted 
and highly endowed to deal with one book in the above thorough-going 
manner. The gain to intellectual comprehension from having carefully 
abstracted it, and the prodigious gain to the memory from having made 
and memorised so many Correlations, will produce results that will last 
through life, and make all subsequent acquisitions easy and delightful. 
Let no Pupil attempt the learning of a book in the way I describe 
until he has properly done the exercises in the previous lessons — until 
he has conscientiously gone through my course of Memory -training. 

Pupils have remarked to me that the practice in summarising will 
take a long time, quite as long as they expected to take over the whole 
five Lessons. It may take a long time, but no one must regard time 
spent in acquiring ability to discriminate between the essential and the 
non-essential in a book, as time given to the learning of my System. 
For, as I say in my prospectus, "I do not mean that my System com- 
municates comprehension of the book ; its function is not to aid in un- 
derstanding," but to aid in memorising that which is understood. I 
have found that, owing to defective education, ability to get at the gist 
of a book new to the reader is generally wanting among all classes of 
society, so I give in the preceding pages instruction on a subject with 
which I had not bargained to deal. 


1. Divide your subject under heads, into groups. Find out the few main decisive events 
and group the subordinate facts under them. Take the four Invasions of England. Dis- 
criminate what they had in common — enlarged Inclusions. Discriminate wherein they 
differed— enlarged Exclusions. Discriminate and note the accompaniments of each— the 
producing causes, the resulting effects — enlarged Concurrences. In this way, you assim- 
ilate, absorb the real situation, and you vividly impress all the facts on your mind, 
because you put " brains " into your reading— your Attention is all the time interested, 
and you thus live over yourself the lives of others— you convert second-hand knowledge 
into first-hand knowledge ; and when you have studied out the subject and condensed it 
into an abstract, use Correlations to fix it permanently in your mind. 


9. On theao principles make jour abstract, and- make it in a* fexo words a% possible, 
arranging these words as far as you can in natural sequence, according to the laws of In., 
Ex. and Con., and on the right half of the page of a good-steed blank-book. 

3. In a column parallel to the oolnmn containing the abstract, write down the chief 
words of your abstract, connecting them by Correlations where there is no natural connec- 

4. Try to keep the general thread of the narrative fairly clear. To do this, it will be 
necessary to use frequent parentheses. 

The student will find that the act of abstracting and methodically arranging the ideas 
presented to him, will do more to impress them on his memory than six ordinary peru- 
sals, and he will be able to abstract the second book he tries almost as rapidly as he 
would read it in the usual way. 

In coarse of time he will be able to dispense with an elaborate and conscious use of Ab- 
stracts and Correlations. 

I subjoin Abstract and Correlations as to a portion of the first chapter of Green's 
" Short History of tbe English People." As you deal with History, so you would deal 
with any other work. 


[The following was sent me by a young lady. If she finishes one book in this way, she 
can read many books hereafter, and neither make an Abstract or Correlation, and yet 
infallibly remember them all.] 

THE ENGLISH PEOPLE ... English ... 
English lion ... den ... Denmark... Jutland... 
Jules ... jute ... coarse cloth ... sackcloth ... 
Saxons... saxhorn... thrilling note... tingle... 
English ... common nam*... unity. ..promi- 
nence of one tribe. 

[a. English people... people... society.. .so- 
cial organisation.'] 
SOCIAL ORGANISATION ... socialism ... 
great landowners.. free landholder... hold 
weapon... weaponed man.. .private war... 
Public justice... penalty.. .money compensa- 
tion. .. wrong...murder... blood-wite., .wight.. . 
individual.. family to family. ties... 
Blood-bond (kinsman responsible for each 
other).. .alliance... toar. ..peace... peaceful oc- 
cupation., .tilling the land... landholder... 
freeholder ...freeman ... independent indi- 
vidual... independent community ... jealous 
of boundaries.. .(marches... marl)... bound... 
encircle... belt of land... ''land for the peo- 
ple ". . .common.. . common ground . . . burial 
ground.. .death ground . . . death... kill., kill 
criminals,.. open enemy to law.. .secret foe. 

[b. Social organisation.. .social orders.] 
SOCIAL ORDERS... freemen... too free... 
blunt. ..churlish. ..ceorls . ..eorls.. .earls. . . noble 
blood... turtle's blood... aldermen... elected... 
elected leaders. . .leadership. . .Sovereignty... 
sovereign people. . .assembly of the people. . . 
legislation.. .administration ... administer ... 
medicine,.. bark... sacred tree. ..cut down... 
cut short.. .debate.. .moot point... moothill... 
Wittenagemot... wit... wisdom ... Council of 
wise men. 

[o. Social Orders,.. priest's orders.. .priest... 

Trie English people came originally from 
Denmark (Sleswick was then termed Eng- 
land). They consisted of three tribes, the 
Jutes, the English, and the Saxons. Their 
common name (the English) indicates their 
unity and the prominence of one tribe. 

The basis of the Social Organisation of the 
English was the free-landholder, who was 
called the " weaponed man," this implying; 
that he had the right to defend himself, the 
right of private war. There was some idea 
of public justice, however, in the blood- 
wite or money compensation paid by tbe 
family of the wrong doer to the family of 
the wronged. Thus arose the blood-bond, 
all kinsmen being responsible for each 
other, and this led to alliance both in war 
and peace. The, chief occupation of the 
English in peace was tilling the land, and 
the freeman was strictly the free holder. 
The communities were as independent as 
the individuals, and very jealous of their 
boundaries (called marks), which generally 
consisted of a belt of waste land, considered 
as common ground, and used as a death 
ground, where criminals wero executed. 
Any stranger passing through it secretly 
might be slain. 

Social Orders. There were two social 
orders, the freemen or ceorls. and the eorls, 
or men of noble blood, from whom were 
elected by the people the ealdormen to be 
leaders in war and peace. The actual 
sovereignty rested in the whole body of the 
people, who assembled for purposes of leg- 
islation and administration round a sacred 
tree or round a moot hill, where also the 
Wittenagemot, or council of wise men as- 


Religion— The religion of the English 
was a kind of nature-worship, and conse- 
quently the priesthood wars unimportant. 
The chief deity was Woden (from whose 
name we derive Wednesday) the war god. 
guardian of ways and boundaries, inventor 
of letters and reputed ancestor of the kings 
of each tribe. 

Thursday is Thor's day. Thor or Thun- 
der was the god of Storm, rain.- and air. 

Friday is the day of Frea, the goddess of 
joy, peace and fruitfnlness. 

Saturday is the day of Soctere. 

Tuesday -the day of Tew, the dark god, 
to meet whom was death. 

Easter is from Eostre, the goddess of the 

Besides these, among many other mythi- 
cal figures were the death goddess (Wyrd), 
the shield maidens, the water spirit, Nicor, 
Weland the Smith, ^Egil the hero archer. 

Britain was invaded by Julius Caesar in 
the year B.C. 65, and again in b.o. 54 ; its 
conquest was completed, as far north as the 
Forth, by AgricolH, a.d. 84. Roman civil- 
isation was introduced. Great cities were 
built, linked by magnificent roads; com- 
merce thrived, and agriculture and mining 
flourished. The country became wealthy, 
but its decay was approaching. The culti- 
vators on the estates of the great landed 
proprietors sank into serfs, the government 
was despotic, taxation was heavy, each 
trade whs confined by a trade guild to it 
hereditary caste, and there was dissension 
among the Britons themselves. The town- 
people were Romanised, hut the country 
people remained apart, and the Britons in 
the North, who were called Picts, made 
raids on Roman Territory. 

The Roman legions were recalled in 411, 
and Britain, left defenceless against the 
Picts. the Scots (an Irish tribe), and the 
English, took the fatal step of hiring her 
enemies the English as supporters against 
her other enemies; and in 449 an Eng- 
lish army under Hengest and Horsa. sailed 
from Jutland to Ebbsfleet in the Isle of 

Let no pupil memorise this before he has read the chapter in Mr. Green's book. The 
Correlations ought not only to bring to mind the facts in the summary, but the fuller 
details given in Chapter I. of Mr. Green's valuable work — not the words literally, but the 
sense entirely. Instead of using the Correlations given here, make your own ; and, instead 
of using the summary given here, make your own digest. A pupil, if he uses someone 
else's Correlations, is like a man walking on crutches, and if he uses someone else's sum- 
mary, is like a swimmer on bladders, or a child in leading strings. 

Let the thoughtful Pupil note the contrast between this method of reading history, and 
the usual method. In the latter caee, the eye may follow the words and sentences and 
paragraphs, and even pronounce them aloud, and all the time the reader is thinking of 
something else ! ! ! He thus gets no Firs'- Impression. He absorbs but one fact or 
idea out of 1000 1 But, in using the above Method, the reader must think of the subject 
matter. He cannot make the abstract if his mind wanders ; he thus absorbs all the per- 

* A character in " Kenilworth." 

t The ** s " is to remind the pupil that it is 54 and 55 B.C. and not A.D. See " Figure 
Alphabet," page 60. 

RELIGION ... natural religion ... nature- 
to»r«/itp... (public worship., .priests... author- 
ity. .. important.. .unimportant)... chief deity 
...idol ...wood ... Woden)... woe.. .desolation... 
tour-god., .pretext for war.. .encroachment... 
boundaries.. .bound... bind book.... letters... 
child...old man... grandfather... ancestor of 
kings).. .Woden's day... Wednesday... Thurs- 
day. ..(Thorns day... Thor... Thunder. ..storm 
...rain...cooltheoir...air)... Friday... (Freaks 
day. ..freedom.. Joy ... peace ... prosperity ... 
Fruitfulness)... Saturday... (satyr... Soctere)''s day.. .hue... 
dark ...dark god... gloom ... death) ... Easter 
Tuesday ... Easter.. .(Eostre... east... dawn ... 
rising.. .spring). ..resurrection. . . Death god- 
dess.. .(f ate. ..weird.. . Wyrd). ..sword-wielding 
woman... shield maidens ... breast- plate ... 
heart... core.. .2Vteor...(nixy ... water- *pirit... 
Old ... *witt*...Wayland*... We- 
ta7Z£^ 4 *J?0rt...eagle... j 
feathered. ..arrow. . .arclier. 

[d. English Religion. .."England... Britain.] 
BRITAIN ... invasion of Britain... Julius 
Caesar... [seize her... seize goods... sell a/1 (55) 
... sales.. .t*aitor (5-1)] ...conquest... more con- 
quests ... forward ... Forth ... water... land... 
agriculture ... Agricola ...(rick. .Fire 84) ... 
Roman governor... Roman civUUation. .civil 
... cities. . . streets., .roads. . . intercourse. . .com- 
merce ... natural produce ... agriculture ... 
ground.. .underground.. .mining... gold mines 
... wealth ... (decayed fortunes ... decay) ... 
landed proprietors ... property... chattels... 
*er/*...abeolnte power., .despotic government 
... heavy taxation. ..dutie* ... trade... trade- 
guilds... exclusive... hereditary caste ... cast 
down.. .broken ...divided.. .disunion ... union 
...guild... town... Romanised towns-people... 
un-Romanized country people... north coun- 
try ... Northern Britons ...Scotch... Scots... 
Picts.,. picking and stealing. ..raids... thief... 
"stop thief" ... call ... recall of legions... 
(crowds... crowd round.. .go round.. .rotate 
411)... Britain defenceless... (enemies., .Picts 
... Scots ... cot ... peaceful .'. ire... Ireland... 
home rule. ..English rule... English) hire de- 
fenders ... fender... fire place... ingle... Eng- 
lish... shipping.. .rigging...wire rope (449)... 
wire fence ... poultry yard.. .hen ... Hengest 
and Horsa. 


tinent ideas in abridging the statement, and be then clinches them and consolidates then 
in his memory by the memorised Correlations. Although a little slow at first, he soon 
gains speed, and what is more, he soon likes the method, because he remembers what 
without it he could never retain, and because also he finds the making the abstract: and 
the needful Correlation*, and memorizing thorn, are pleasing intellectual occap&fcious. 
In this way he really does master the history, and he henceforth carries all its facts and 
events in his head for the rest of his life. 


7fcrntetf/orc«.. .inill-stream...rft>er...vary- 
ing depth... danger to bather.. .risk.. .tear... 
run... Bull Bun.. .Oat race... winner.. Jlrs t... 
first lay subject.. .Lord Chancellor... Ghan- 

Bull Attn... bony bull... " seven lean kine " animals.. .seven mile*... seven mills 
...Union Mill*... mill-stone... Stone Bridge... 
fixed bridge.. .fix passage... six passages... t>t 
each passage... Burlington Arcade... Missis- 
sippi arcade... a Confederate brigade... two 
brigades in reserve... reservoir.. .fish pond... 
They FisHed a shslIow dock (1861, July 
17)... deep pool... Dive (on the 18th).. .duck... 
fed ... Federals ... union. ..uniting point ... 
Centreville ... focus ... burn black... B f ack- 
burn's Ford... dark, and star-light... Astron- 
omer Mitchell ... MitclielTs Ford ... mich... 
skulk... retreat of Federals... treat.. .delicious 
odour... Mose (on 20th) ... ridge ..." Stone- 
wall'" (Jackson's brigade).. .pier... Chelsea... 
MitrJielts Ford. . . Chelmsford . . . Zulu assegai 
...sting... Bee's brigade ... stung hand... ball 
blue... behind BalCs ford.. .rifle ball.. .bullet 
wound.. .wound (on the 21st)... nhillelagh... 
Irish. ..Mitchell Henry... MUctuWn Ford... 
Portland 6 tone... Stoma Bridge... troth and 
water... 6ad»...Sudlej/s Ford... ford the R d 
Sea... Pharaoh... dream of fat kine... well-fed 
vision . . . Federal division. . .divide. . .dividing 
line... at Centreville (the reserve remained)... 
centre of body... stomach... feed carefully... 
fed right.. .the Federal right.. .right to buy... 
can afford ... (crossed at Sudley's Ford... 
forge.. .red hot.. .Red House... field... boun- 
dary., .line... plummet.. .mason. ..left at Stone 
Bridge... Bridge of Sighs.. .faint Bigh...mild 
laugh. ..right a mile and a hatf (from the 
river).. .mile race.. .hut in.. .last.. .cobbler's 
last... hob nail... nail-maker... Kirby Smith... 
iron. ..rail... road. ..well-fed flogged horse... 
Federal flank and rear... rearing horse... 
broken in... Federals broke... broken pan... 

General Sir E. B. Hamtey, in his " Opera- 
tions of War explained,* 1 uses the first 
battle of Butt Bun and the battle of Chan- 
cellorsville, to illustrate the rUk run by s 
force which crosses * river to turn the ene- 
my's flank. 

In the teven miles between Union Mill* 
(on the Alexandria railway) and Stone 
Bridge (on the road from Alexandria to 
Warrenton), there are six passages over the 
Bull Bun stream. A Confederate brigade} 
guarded each of the six passages (while two 
I brigades w«e in reserve) on July 17th, 
, 1S61. On the 18th the Federals marched 
from Centreville, and Tyier*s division tried 
to pass at Blackburn's and MitchelPe Fords, 
but was made to retreat. On the 20*A 
Stonewall Jacksort* brigade reinforced the 
Confederates, and was posted in the rear 
1 of Mitchell's Ford. Bee"s brigade was in 
I the rear of Ball's Ford. On the 21st a Fed- 
eral division marched for Mitchell's Ford 
(Federal left), another for Stone Bridge 
(Federal centre), and another (Federal 
right) for Sudley's Ford (beyond the Con- 
federate left), while the Federal reserve 
remained at Centreville. Of the Feder- 
al right the advanced guard crossed at 
Sudley's unopposed (and were afterwards 
! met by n part of the Confederate Stone 
! Bridge brigade), and the rear at Bed House\ 
opposed by Bee's brigade. Eventually the 
| Federals formed line, their left at Stone 
] Bridge and their right a mile and a ha{f 
from the river, on the Confederate side of 
I it. Supported by reinforcements from the 
| right (including Jackson's brigade), and 
i the last brigade from the reserve, the Con- 
federates fought until Kirby SnUWs bri- 
gades of Johnston's force, which had ar- 
rived by the Manasses railway, fell on the 
flank and Early's brigade on the rear of 
the Federals* who broke and fled. Tne 
brigades at M'Lean's Ford and Union Mills, 
threatening Centreville, increased the Fed- 
eral panic. 

Remarks. — That portion of the above which one person would remember without aid, 
another person must needs resort to memorised Correlations to fix permanently in mind. 
Again, the ability to make a good abstract of a chapter or of » book, is often more useful 
to the reader of a new and unfamiliar work than the ordinary University education. Yet 
no two abstracts would epitomise the name passage in precisely the same way. Nor, 
again, would two good Loisettians make Correlations alike or necessarily between the same 
Extremes of this Abstract. Hence, the foregoing Abstracts and Correlations are offered 
only as suggestions to the genuine student. But if the inevitable idler and amiable critic 
exclaims, " All such thoroughness takes time, 1 * he simply means that he does not wish to 
learn History a'; all, for if he really does deuire to master it, he knows perfectly well that 
he could make abstracts, correlate and memorise them, in one hundredth part of the time 
in which he could possibly learn the same work with equal thoroughness by endless 



is a practice similar to that of reciting Riddles, or the 71 sentences of 
the Ratio, the Series of American Presidents, or Kings of England, if 
he has learned them, except that in speaking without notes yon en- 
large more or less on each topic ; but in reciting Riddles, or the sen- 
tences of the Ratio, or a Series of Names and Bates, yon pronounce 
those and those only. A young clergyman is very apt to imagine that 
he will correlate together 20 to a 100 propositions in every discourse — 
a theoretical conjecture never verified in fact. In practice, he will find 
that he will very rarely correlate more than ten propositions together, 
and he will correlate sub-propositions, citations, or illustrations to the 
respective propositions to which they belong. Each person will man- 
age this matter as he finds most convenient to himself, or, if he desires 
to literally memorise his discourses, he can do so in the manner pointed 
out in learning the sentences of the Ratio. But, by one who speaks 
without notes is generally understood one who has only memorised his 
leading ideas, and it is always a judicious practice for a beginner to re- 
hearse his leading topics and their amplifications in private t/iat he may 
test his memory, and then become familiar with a procedure in private 
in order to be sure to be perfect in it before the public. This private 
discipline is all the more necessary in the early stages of extempore 
speaking, if the speaker is at all troubled by nervous anxieties or mind- 

After the clergyman has decided on his text, or the speaker on any 
subject has selected his special topic, the next step is to think it out — 
to make his plan — his mode of development of his ideas — their order 
and sequence, illustrations, &c. All this will constitute an outline — 
the SKELETON OF THE DISCOURSE. This should usually be com- 
mitted to paper. If he possesses the requisite command of language 
to enable him to express his views, all he now requires to do is to thor- 
oughly memorise this Skeleton. 

When this is done, the orator will have no occasion to have any notes 
before him to refer to, and thereby to remind his audience that be is 
merely rehearsing fervour a week or more old ; but, having the exact 
order of ideas in his memory, he can proceed to speak on each succes- 
sive topic until he has exhausted all the points and illustrations that 
he had intended to use. 

A speaker, who had learned my System as he claimed, wrote to me 
that he had carefully memorised a skeleton of a lecture, and when he 
delivered it, he forgot two important points ! ! To my inquiry how 
many times he had recited from memory to his friends the Boat Race 
and the Ratio, so as to secure confidence before others in recalling 
what he had learned, he replied, "Not once — did not deem it neces- 
sary.'' I then directed him to recite from memory the entire Ratio of 
708 figures, at least 20 times before other people, and when he had 
done this, he more carefully memorised another skeleton of a lecture, 
and he did not miss a point, although he was interrupted several 
times ! ! Nor has he forgotten a single point on any occasion since. 
Those who wish to acquire the/wtt power of my System, must faithfully 
carry out all my directions, and then they will find their reward is 
much greater than 'liey had hoped for. 


As one example worked out is worth reams of general direction and 
precepts, I propose to give a speaker's method oi dealing with such a 
skeleton by the application of my Syetem to. the following abstract of a 

2 Kings, V. 21, 22. 

" So Gehazi followed after Naamart, and when Naaman saw him com- 
ing after him, he lighted down from the chariot to meet him, and said, 
Is all well ? And he said, All is well ; my master hath sent me." 



N.B. — The words in italics are those between which Correlations are 
Introduction. — 

The Bible, like the Sun % sheds its influence over all. TeUs abont sub- 
jects more than king*, poor men than rich, *ertant* than masters: about 
bad men men no less than good : good servants — such as Eleaear, Joseph, 
Obadiah : and bad ones no less, among whom, GeJtazi. 

Subject — Gehazi's History suggests a warning. 
I — His Character— hypocrisy. Originally the servant of Elijah, 
he long succeeded in deceiving Elisha also. Temptation at length made 
him throw off the mask. 

So temptation tries aU. The dear weU is disturbed by a stone, and the 
mud rises. The ants' nest is touched, and it is in commotion. Hazad, 
an instance of self-deception : and so Gehazi ripened for guilt. 

II— His Guilt.— His covetoutness led him to deceive with a lie, 1st 
Naaman ; 2nd, his master. What daring, to attempt to deceive the 
Lord's Prophet ! 

III. — His Punishment. — Leprosy in his own person, and in his fam- 
ily for ever. 

Its bitterness threefold: 1st, extensive : 2nd, intense: 3rd immediate. 

IV. — Practical Lessons. 

(1) Such cJiaracters common. 

(2) Their existence no argument against religion. 

(3) Warning against love of money. 

(4) Warning against dishonest business speculations of the day, aa 

a path to affluence and position. 

(5) Concluding exhortation. 

The text is first correlated to" the title, " Gehazi. 
— hazy. . . obscure. . . commonalty — Kings. 

2. V. 21, 22. 

Royal hunt (=A hen will hunt no 


. 191 

flST* The main Divisions are now connected 

with thd Text, by a Correlation between 

the first of them and Jbhe suggestive word 

of the Text phrase — 

Place-hunter... interest...'* friend at Court"— 1. INTRODUCTION. 

fty The Divisions are next correlated to each 

other ; by means of which a rapid survey 

may be token of the subject as a whole. 

Presentation at Court... King— 2. Subject. 

Warning from 
— lowly. . . vail ey. . . m ist. . . haze — GehazPs 
— staff... old age../' tales of a grandfather" — history 

— historical personage — 3. His Character. 
— bad character... crime — 4. His Guilt. 

—verdict . . sentence— 5. His P un ishment. 
—birch rod... schoolboy —6. Practical Lessons. 

fiy Lastly, the several points in each Division 
are correlated to each other, the first of 
them being in each case connected by a 
Correlation with the heading of the Divis- 
ion itself. Care should be taken, in ad- 
dition, to connect by a Correlation the last 
word of the Abstract in any Division with 
the Heading of the Division immediately 
following. It will be sufficient to give an 
example in the case of the first three Di- 

I. Introduction. 

—Acquaintance... relatives. — The Bible, 
— divinity... Sun God — like the Sun, 

sheds its influence 
— Sunday... Sabbath... holy... whole— over all: 

— omnibus ..hotel — it tells about 
— Tell... apple... application... situation — servants more 

than masters : 
— wages... reward... good service — good servants, 
—child... question... "eh, Sir ?" — such as Eleazar, 
— lazar . . . leprous. . . spotted . . . variegated. . . coat of 

many colours— Joseph, 
— sheaves. . . Ruth . . . Obed— Obadiah : 

(1) and bad ones, no 
less ; amongst whom 
■—weather. . . haymaking. . . hay — OehazL 
—servant — 

2. Subject. Gehazi's history 

— discourse. . . exhortation. . . advice — suggests 

— prompt... timely notice — a warning* 
— storm signal. . . sign. . . hieroglyphic — 


3. His Character. 

—actor. ..mask— Hypocrisy. 
— deceit. . . subtlety. . . serpent — Temptation 
—attempt... do... make — made him 
— compulsion. . . restraint — throw off 
— throw... ball ..bal niasque— the mask 
— disguise. . . detective. . . thief. . . trial — Temptation 
— drink. . . adulteration. . . tests — tries 
— judge... judgment hall— all. 
— altogether... decided — The dear 
— leap over... spring — well 
—ill... calamity... distressed — is disturbed 
— broken rest... broken pane — by a stone 
— pebble... gravel... soil — and the mud 
— muddy water... spring — rises; 
— early rising... sluggard — the anCs 
— insect. . . leaf. . . twig — nest 
— egg... yoke... ox goad — is touched, 
and it is in 
— stirred. . . disturbance — commotion 
— motion. . . wheel. . .nut. . . hazel — Hazael, 

an instance 
— a sale... mock auction. .. deception — of self-deception. 
— deceit... seat... set — 80 
— tears. . . a sob. . . a sigh — Qehazi 
— gaze. . . peer. . . pear — ripened 
— seasoned. . . hardened. . . criminal — for guilt 

Let the Student send me his own Correlations in lieu of the forego- 
ing, and an example of his own completely worked out as above, whether 
his example be a Sermon, a Scientific or Literary Address, or a Speech 
on any other subject. I will return it to him with my criticism pro- 
vided he enclose a stamped directed envelope. 

AST" After two or more Abstracts or Skeletons have been worked out 
carefully in this exhaustive manner, less pains will thereafter suffice. 
As the Pupil's memory grows stronger and his confidence in the method 
increases, he will need to correlate together only a few catchwords. 


The following is an account, by one of my Students, of a 
Feat of Memory that my Pupils have performed for many 
years, although this particular one is the first to call it the 
" Loisettian Spy-Glass " : — 

One evening at a party. I conceived the idea of what I call the 
u Loisettian Spy-Glass." I challenged the company to elect one of its 
number to place 50 different articles on a table in a private room, and 
then the entire company was to be invited into the room, and all of us 
were to have just time enough given to take a deliberate look at each 
article, when we were to return, and I would be the only one who 
could remember and mention all the 50 articles. The trial was made, 
and I alone was successful. The highest number reached by anyone else 


was 19 ! To the question, " How could you remember them all? " my 
reply was, "I looked at the articles through the * ' Loisettian Spy- 
Glass." or, in plain language, tJie Loisettian System had enabled me to 
remember tJiem all. Since then I have successfully remembered 100 such 
articles after little more than a glance at them. In short, I believe I 
could take a mental inventory of a small Civil Service store, and un- 
failingly remember every article, without making a single mistake. 

Taking a hint from the foregoing, which I have copied into 
ray Prospectus, another Pupil sends me the following, list of 
articles, which had been placed on a table in a private room, 
which he correlated together, and was thereby enabled to re- 
member without mistake — the highest number remembered 
by his most successful competitors being only 15 ! ! — 


Opera-glass... corkscrew. . . hammer. , .ring. . .scissors. . .key. . .flower 

doll. . . duster. . .bracelet... book... Noah's ark... mouse-trap... boot... 

collar. . . string. . . music . . . ruler. . . wig. . . filter. . . bun. . . forceps. . . sandwich. . . 
egg- boiler. . .pen.. . cheese. . . lace.. . egg. . chalk. . .shell. . . letter-weight. . . gum 
bottle. . . slate. . . fig. . . glove. .. work-box. . . ball. . . trumpet. . . pack of cards. . . 
flat iron... warming - pan... counters .. . timepiece... gimlet... diary... news- 
paper. . .skipping-rope. . .map. . . chess-board. . . tippet. . . 

These are his own Correlations — by means of which he remembered 
oil f.V)ARA articlss * 

OPEEA GLASS. . .Glass. . . bottle. .'. cork. . . CORKSCREW.. . Screw. . . nail. . . 
HAMMER... Hamper... luncheon... dinner... bell... RING... Finger... nail.. 
SCISSORS. .. Cutter. . . boat. . . river. . .quay. . . KEY. . . bunch. . .bunch of flow- 
ers. . . FLOWER. . . Petal. . . pet. . . idol. . . DOLL. . . Sawdust. . . DUSTER. . . Dust 
. . . road. . . race. . . brace. . . BRACELET . . . Let. . . letters . . . printing. . . BOOK. . . 
Leaf... tree ... bark ... ark ... NOAH'S ARK... Ararat... rat... rat trap... 
MOUSE TRAP.. .Mouse.. .cat.. .puss... 1 ' Puss in Boots "...BOOT... Lace... 
lace collar. . . COLLAR. . . Neck. . . necktie. . . tie. . . STRING. . . Fiddle-strings. . 
MUSIC... Bar... iron... iron ruler... RULER.. .King.. .crown.. .head... WIG 
...False hair... fall... waterfall... water ... FILTER ... Charcoal ... wood... 
bundle of wood. . . bundle. . . BUN. . . Bonnet. . .head . . . forehead . . . FORCEPS 
...Force... forcemeat... meat ... SANDWICH ... Sand ... sandglass ... EGG 
BOILER... Egg... chicken... bird... plume ... quill... PEN.. .Nib... nibble... 
CHEESE... Cheesemonger ... hunger ... appetite... tight lacing... LACE... 
Lay.. .lay an egg... EGG... White of egg.. .white ... CHALK ... Cliff.. .sea- 
shore... shells... SHELL. ..Fish... scales ... LETTER WEIGHT ... Letter 
stamp... gum label... GUM BOTTLE. ..Gums... mouth... roof of mouth... 
roof... SLATE... Sum... figures... FIG... Date... palm... hand.. .GLOVE ... WORK BOX.. .Cotton.. .reel.. .dance.. .BALL.. .Toss... bull 
...horn... TRUMPET... Trump.. .whist... cards... PACK OF CARDS... 
Cardboard ... board... ironing... FLAT IRON... Flat... pancake... pan... 
WARMING PAN.. .Bed... counterpane... COUNTERS... Coin.. .mint ... 
thyme. . . TIME-PIECE. . . Time. . .mark time. . . drill. . . hole. . . GIMLET. . . Let 
..."Letts* Diary "...DIARY... Chronicle... ''Daily Chronicle " ...NEWS- 
PAPER... Lines... rope line... rope... SKIPPING ROPE... Rope... Europe 


...Map of Europe.. .MAP.. .World.. .round.. .square.. .CHESS BOARD... 
Boa.. .fur.. .TIPPET. 

Let the Pupil make and memorise his own Correlations in each of 
above cases and send them to me for criticism. 

CAUTION.— Let the Pupil not attempt to do this Feat until he has re- 
peated before others from memory at least 10 to 20 times The Knight'n 
Tour, The Ratio, and one or two other exercises that I may have given 
him. When he can think, and recaU past thoughts readily in the pres- 
ence of others, when his retentimness has been greatly improved by his 
having made and memorised a great many Correlations, then he can do 
this Feat with invariable success, commencing with 25 articles, gradually 
increasing in number till he can remember 100. When challenged to 
show what he can do, let him challenge his challenger to take part in this 
Feat, and he will beat him every time ; since his challenger will have 
no method to assist him and no Correlation to make his memory infalli- 
ble. Let the ambitious student perform this Feat as often as possible, 
not merely to astonish his friends, but to gain confidence in the use of 
his memory, and readiness in the application of my Method — results 
which will go far to make him successful in any walk of life. When 
any of my Pupils is challenged to prove what he can do, the true test 
is not to compare his efforts with what has been told his critics, or what 
they have read about anyone else; but, the only honest criterion is 
between what he could do before learning my System, and what he can 
do now in the same time. 

Memorisation of Latin, Greek, or other Foreign Sentences. 

Latin Sentence. 
Res, »tas, usus semper aliquid ap- 

portat novi. ( Terence. ) 
Video meliora proboque, deteriora 

Thing (experience), age, custom al- 
ways brings something new. 
I see the better things and approve 

sequor. {Ovid.) I of them, I follow the worse. 

To remember such sentences, correlate, if necessary, all the words to 
one another, or those parts only wliere you find that your natural memory 
fails you. For instance, the first of the above sentences may be mem- 
orised thus : Res (rase) graze. ..jet as (ass). ..beast of burden... 
useful. ..usus (use). ..useless. ..empty. ..semper (December). ..Christ- 
mas. ..tide. ..water. ..liquid. ..aliquid (quidnunc) news. ..reporter.. . 
port. ..apportat (tat) tatter. ..old. ..novice. ..novi. 

Memorisation of the second sentence — video (vide) see... see better 
. . . ameliorate . . . meliora . . . (meal) linseed . . . lint. . . wound . . . probe. . . 
proboque (pro) con . ..contrary . . .oppose. . .deter. . .deteriora (deteri- 
orate) inferior. ..follower., .sequence. . .sequor. 

The following distich contains all the letters of the Greek 
Alphabet : 
OR. ^vXOj jSAcV/rov avw, £avcov ShrtXrfieo iravrw 

ro. Psyche, blepson ano xeinon cTepiletheo panton 

lit. Soul, look thou upward, foreign forget thou all things. 
G. WLrfii aayrj vuctov irpos ((xfyotvra 8cfta?- 

r. Mede s'age nikon pros zophoenta demaa 

l. That not thee lead conquering towards dark things the body* 


Correct Translation. 

My soul, look thou on high ; heed not things foreign to 
thy nature, lest the body triumph over thee, and lead thee 
into darkness. 

The Distich in Capital Letters. 


Distich. . .couplet. . .couple. . .single. . .soul. . .psychology 
. . .Vvxn. . .key. . .water. . .bubble. . .bleb. . ,/JAtyov. . .plebe- 
ian. . .ann. . .avw. . .no. . .more. . .plus. . .sign 4- . . . fciWv. . . 
known . , . let know . . . inform . . . infirm . . . debile . . . ShnX-qOto 
theism . . . pantheism . . . Travrcov . . .pan . . .pot . . . drink . . . mead 
. . Mrfii. . . Eden. . . fall. . . bend. . .sag. . .<rayrj. . . agony. . . 
sharp pain. . .sharp point. . .cone. . .vlkwv. . .nickname. . .libel 
. . .prosecution. . .wpos. . .prostrate. . .lying down. . . sofa. . . 
{o^ocvra . . . end . . . aim . . . dame . . . Sc/xas. 

ticular subject 

Suppose yon recognise the fact that you are a social being, yon will 
then realise the duty of becoming an ENTERTAINER. By my Art, 
you can soon accumulate and have at instant command hundreds of an- 
ecdotes, conundrums, &c. , &c. (1) The first thing to be done is to mem- 
orise, say for instance the following Riddle: — "Why was Noah the 
greatest financial genius ever known ? Because he managed to float a 
Company of Limited Liability whilst the rest of the world was in liquida- 
tion." Tou might make two or three Correlations, and, by memorising 
them, infallibly remember the conundrum and its answer. But, for 
the sake of illustration, I will correlate together all the principal words, 
thus: Why. . .knows why. . .know... Noah... flood... fire... grate.. .Great- 
est... smallest... small... fine... Financial... money... money-king... elever- 
?iead...QRmua..j ! bol... ti yes, m'\..Kxowis...well-knoum...weU-being...bce 
... Because. .. cause. .. bringing to pass. . .manager. .. Managed. .. man.. .man 
of war... Float... buoy... single... Company... accompaniment... music... 
stop... limit.. .Limited... limited responsibility,.. Liability... Ue...Ue down .Rest of the World... globe... water.. .liquid... Liquidation, or 
using Interrogative Analysis exhaustively for illustrating, thus : What 
indicates this to be an enquiry ? — " Why was Noah the greatest finan- 
cial genius ever known ? " Is this enquiry made in regard to the pres- 
ent, past or future ? — " Why was Noah the greatest financial genius 
ever known ? " In regard to whom is the question asked ? — " Why was 
Noah the greatest financial genius ever known ? n What enquiry is 
made concerning Noah ? — " Why was Noah the greatest financial genius 
ever known ? '* In regard to what was Noah the greatest genius ? — 
" Why was Noah the greatest financial genius ever known ? " In what 
degree was Noah a financial genius V — "Why was Noah the greatest 


financial genius ever known ? " Does this enquiry imply that there 
has often been such a genius ? — "Why was Noah the greatest financial 
genius ever known ? " Was the existence of this genius a matter of 
conjecture or of positive knowledge? — "Why was Noah the greatest 
financial genius ever known?" How do you know that he 'possessed 
this great financial genius? — " Because he managed to float a company 
of limited liability whilst the rest of the world was in liquidation." Who 
managed to float a company ? — " Because he (Noah) managed to float a 
company of limited liability whilst the rest of the world was in liquida- 
tion." What did Noah do in regard to this company? — " Because he 
managed to float a company of limited liability whilst the rest of the 
world was in liquidation." Was it as manager or otherwise that he suc- 
ceeded in floating the company ? — " Because he managed to float a com- 
pany of limited liability whilst the rest of the world was in liquidation." 
What did he manage to float ? — •* Because he managed to float a com- 
pany of limited liability whilst the rest of the world was in liquidation." 
What kind of company dM he manage to float ? — ' k Because he managed 
to float a company of limited liability whilst the rest of the world was in 
liquidation." When did he manage to float this company ? — ** Because 
he managed to float a company of limited liability whilst the rest of the 
world was in' liquidation." Whilst he floated this company, was there 
anything not floated or in liquidation ? — " Because he managed to float 
a company of limited liability whilst the rest of the world was in liquida- 
tion." The rest of what was in liquidation ? — " Because he managed 
to float a company of limited liability whilst the rest of the world was 
in liquidation. ; ' Is the assertion made of the rest of the world ? — " Be- 
cause he managed to float a company of limited liability whilst the rest 
of the world was in liquidation. " In what condition was the rest of the 
world ? — " Because he managed to float a company of limited liability 
whilst the rest of the world was in liquidation, " 

In this manner, with as many or as few Correlations or Interroga- 
tions as he finds needful, the Pupil will always first memorise the cit* 
tion, adage, anecdote, riddle, or whatever else he wishes to remember. 
(2) The next step is to Correlate the first anecdote, citation, illustration, 
&c, to the CLASS to which it belongs, and through which you must 
think to get to it by correlating the prompting or suggestive word to 
that class. In the case of the above riddle, the class would be the 
word Financial or . Financial Genius, and to this you would correlate 
the word Noah.; or you could start, as I do in the case of the following 
Riddles, and connect the prompting word lk wrathful " in the first rid- 
dle to the word riddle itself, and the word " wrathfnl " to the Prompt- 
ing word in the next, to wit, " sneeze," and so on till hundreds of rid- 
dles are cemented together, always presuming that the Student first 
memorises a riddle when he first meets it, as I did the " Noah " riddle 
above. Similarly, he can tie up hundreds or even thousands of facts 
to the class to which they belong, doing one at a time as he finds them. 
In this way, any one could easily learn an entire book of anecdotes, a 
dictionary of quotations, masses of facts, experiments, &c, &c , by 
correlating them to the classes to which they belong, and then stringing 
together all those that come under that class, as these Riddles are 
united together below. 



[. . . questions. . . disputing. . . quarrelsome. . . ] 

1. Why is a wrathful man exactly like 59 minutes past 12 ? Because 
he is just upon the point of striking one (1). 

[. . . hot-tempered. . . hot. . . cold. . . ] 

2. When does a man invariably sneeze five times in succession. 
When he cannot help it. 

[. . .tissue. . .fibres. . .strings. . .] 

3. When is a bonnet not a bonnet ? When it becomes a woman. 

[. . .head. . .nail. . .hammer. ..] 

4. Why is a blacksmith the most dissatisfied of mechanics ? Because 
he is always striking for his wages. 

[...Smith O'Brien...] 

5. Why is an Irishman rolling over in the snow like a mounted po- 
liceman ? Because he is pat-rolling. 

[. . .Emerald Isle. . .lapidary. . . " cut ". . .] 

6. Why is a game of cards like a timber yard ? Because there are 
always a great many deals in it. 

[. . .advertisement. . .quack. . .] 

7. Why do ducks put their heads under water ? For divers reasons. 


In these cases you correlate together the leading Propositions, Facts, 
or Illustrations which you wish to remember. The process is exactly 
the same as that pursued with the Riddles or the sentences of the Ratio, 
with this difference, that the Riddles and the sentences of the Ratio 
are selected for you, but, in mentally reporting, you have to make your 
own selection of the Points or Topics of the discourse you wish to re- 
port. No one would attempt to remember all the words and sentences 
spoken. It is only the leading ideas you wish to carry away. But 
even then you have a triple work to do. You have to select your Propo- 
sitions to be remembered and also the Suggestive Words in them, and 
then correlate together these Suggestive Words, and all the time you 
are doing these onerous feats, you are anxious lest you may omit some 
important remark or ideas ! 1 Some people are so troubled with this 
nervous anxiety that all their efforts to think, select, and correlate are 
completely paralysed ! But let not the most courageous and steady of 
nerve attempt too much the first time he tries, nor even the second or 
tenth time. "Make sure of a few things, even although you lose 
many things, 11 should be his motto, until he cau coolly plan and rapidly 
execute. But let no one attempt to report an address until he can 
make Correlations very rapidly, and until he has had genuine practice 
in making abstracts of essays, chapters, &o. That secures a mastery 
of the method to be used, and its application to Mental Reporting be- 
comes thenceforth easy and delightful if he can restrain all nervous 
anxieties. J[y The best Method for the beginner is to take careful 
notes while listening, and then on his way home, or immediately on 
reaching home, let him thoroughly memorise his notes by my System, 
and not lay his notes aside, as is usually done, with the resolve, rarely 
carried out, of memorising them subsequently. But let him memorise 


them while the matter is all fresh in his mind. In this way he soon 
strengthens his Natural Memory and his power of abstracting to such a 
degree that he can listen and take away with him everything he desire* 
to remember. And, on all occasions, let him give an account to some 
one of the lecture, and with as much detail as possible. After his 
memory has been thus developed and strengthened to its utmost, he 
will not have to use Correlations or Interrogative Analysis and Ab- 
stracts. Successful Mental Reporting is one of the final and crowning 
triumphs of the Art of Never Forgetting. 

are 500 applications of the Laws of In. , Ex. and Con. in the First Les- 
son, and in the subsequent lessons, including this one, there are more 
than ONE THOUSAND Correlations, each one of which is a distinct 
and separate application of my System. No one can learn and use all 
these applications of my System in the exact way 1 point out, by re- 
garding my Correlations, date-words, homophones, <fec. as Samples 
only, and using his own date- words, Correlations, &c., without having 
his concentration greatly strengthened and becoming a genuine Mem- 

MEMORY AND SUCCESS.— If a manufacturer is about to engage 
1000 men, what is the secret principle that guides his choice, always 
assuming that the applicants are trained to the business ? It is : " Can 
they remember to do exactly as they are told to do ? " And if, from 
pressure of hard times, he is obliged to discharge half of them, who 
have to go ? Those whose treacherous memories prevent their remem- 
bering their instructions, and who are always or occasionally offering 
excuses for omissions, blunders, or mistakes. And the same course is 
taken in every other department of life. In short, the HIGHEST 
SUCCESS is possible with a good memory: impossible without it 
And FAILURE always haunts the steps of those possessing unreliable 
memories. Therefore, my final words to my Pupils are, "Get Health, 
j?et Competency in your calling, but above all get— if you have not al- 
ready acquired— The LOISETTIAN Art of Never Forgetting." 





♦General George Washington, 

John Adams, 

♦Thomas Jefferson, 

♦James Madison, 

♦James Monroe, 

John Quincey Adams, 

♦General Andrew Jackson, 

Martin Van Buren, 

fGENERAL William Henry Harrison, 

John Tyler, 

James Knox Pole, 

fgeneral zachary taylor, 

Millard Fillmore, 

General Franklin Pierce, 

James Buchanan, 

♦Abraham Lincoln, 

fANDREW Johnson, 

♦Ulysses S. Grant, 

Rutherford Birchard Hayes, 

{General James A Garfield, 

General Chester A. Arthur, 

Grover Cleveland, 

From 1789 to 1797 
From 1797 to 1801 
From 1801 to 1809 
From 1809 to 1817 
From 1817 to 1825 
From 1825 to 1829 
From 1829 to 1837 
From 1837 to 1841 

From 1841 to 1845 
From 1845 to 1849 
From 1849 to 1850 
From 1850 to 1858 
From 1853 to 1857 
From 1857 to 1861 
From 1861 to 1865 
From 1865 to 1869 
From 1869 to 1877 
From 1877 to 1881 

From 1881 to 1885 


Pupils who have mastered my System, learn the above series, which 
gives the Order of Succession, Dates of Accession, and the time of ter- 
mination of Official Service of the American Presidents, in a single care- 
ful perusal. 

Printed expressly for the Pupils of Professor A. Loisette. 

* Those who were in office more than four years were re-elected for a second term. 

t Those who were Presidents for lesH than four years, died in office and were succeeded 
by Vice-Presidents. President Lincoln was murdered forty days after the commencement 
of bis second term of office, when Vice-President Johnson became 17th President. 



It goes without saying to the Chess player, that the move of the 
Knight is L shaped, one leg of the L being always twice as long as the 
other, and that in this celebrated Tour he makes correct Knight's moves 
all the time ; but in popular language we may say : the object of this 
Problem is to conduct the Knight all over the Board from No. 1 or any 
other number, and to return to the same point whence it started with- 
out its having rested upon the centre of any square more than once in 
its course. The following is a diagram of the tour : 









• v 












V > 2 P^ 




*$ / 



S/ 2 ^/ 








37 / 

\ 38 



41 1 








47 V 

\/ 3 ' 


5 ^7 





\ 5 ^> 







$2 1 



The crookedness of this journey must be apparent to any one. If he 
start from square 1, he would 'have to touch successively the following 
squares, reading the series from left to right and not in columns. 

1—11 5 15 32 47 64 54 60 50 35 41 26 9 3 13 

7 24 39 56 62 45 30 20 37 22 28 38 21 86 19 25 

10 4 14 8 23 40 55 61 51 57 42 59 53 63 48 31 

16 6 12 2 17 34 49 43 58 52 46 29 44 27 83 18-1 


To do this tour " blind fold " or without seeing the board, has always 
"been one of the star tricks of professional chess-players ; and yet any of 
my pupils can do it after their second lesson in my system. The method 
of Dr. Richard Grey, a celebrated teacher of Mnemonics, applied to this 
problem, would necessitate committing to memory the following unpro- 
nounceable and uncomprehensible word ! 

TOUR babubutefoiso 
aun ibipef inusaudol 
k e b i sanelazoboyet o 
udo senofepitak. 

I can hardly offer a better example of the folly of artificial systems. 

o s y 1 y t 
z e z i p e 
u 1 a u b u 

api'f on 

u f a d 
d e k i 

o t u k 











1849) , 

1849 f B 


































1884Q || 




















Not rowed owincc to prevalence of Cholera. 

The challenge of 1834 still unaccepted. 

First race over the Putney and Mortlake Course. 

First race rowed in outriggers. 

In this Race there was a " Fonl" — that is, a collision between the Boats, and it 

was rowed over the same year, each University winning a race. 
First Race in the present style of Boats without keels. 
The Cambridge Boat sank. 
Sliding Seats used for the first time. 
The Race was a Dead Heat. The Oxford bow-man caught a crab, and sprung his 

oar when leading. 
Rowed on Monday because of fog on Saturday. The first race that was postponed. 
Rowed on Monday, owing to Prince Leopold's Funeral taking place on the Saturday. 

Mnemonics is 7iors de combat without the boasted " Wheelbarrow" 
euphemistically called a "Key" — 100 objects, sometimes 500 or even 
1000, ideally placed on the floors, walls and ceiling of rooms, or other- 
wise localised in figured situations called " Pegs.'' To this series of 
fixed Objects the Mnemonist t4 associates " by his " Links" or "Asso- 
ciations" any other series, such as the Kings of England, Popes of 
Rome, the Sixty-four Elements of Chemistry, the Thirty-nine Articles, 


the Dates of the Oxford and Cambridge successes in the University 
Boat Race, Topics or Heads of numerous Sermons, Addresses or Lect- 
ures ; in short, everything and anything that is to be remembered ! ! ! 
— a Procrustes' Bed to which everything is to be fitted by Contortion or 
Distortion, with the inevitable result of making this Anarchical Machine 
44 a measure " of the Universe and of all that is therein, and the opera- 
tions of the mind of the Adapter the very Climax of Artificiality ! I 
By this False Process, the Natural Sequence of Ideas in the Subject- 
Matter itself is always either introverted, perverted or destroyed. 

My Pupils easily learn all the facts of the Oxford and Cambridge 
University Boat Race, as above, or any other facta whatever, without 
the use of any Artificial Appliances. 


Egbert 827to837 

Ethelwolt 837 to 857 

Ethelbald 867 to 880 

Ethelbert 860to86« 

Ethelredl 866 to 871 

Alfred the Great 871to901 

Edward L, The Elder 901 to 925 

Athelatan 925 to 040 

Edmund I 940 to 946 

Edred 946 to 955 

Edwy 955 to 958 

Edgar, The Peaceable 958 to 975 

Edward II., The Martyr 975 to 979 

Ethelredll 979 to 1013 

Sweyn ..1013 to 2014 

Canute the Great 1014 

Ethelred II. (restored) 1014 to 1016 

"cSSSi 11 " In>n8ide and } 1016 to 1017 

Canute (alone) 1017 to 1035 

Harold I., Harefoot 1035 to 1040 

Hardioanute . 1040 to 1043 

Edward III. The Confessor . .1042 to 1066 
Harold II 1066 


William I 1066 to 1087 

William II 1087 to 1100 

Henry I 1100 to 1135 

Stephen 1135 to 1154 

Henry II 1154 to 1189 

Richard 1 ....1189 to 1199 

John 1199 to 1216 

Henry III 1816 to 1278 

Edward 1 1272 to 1807 

Edward II 1807 to 1327 

Edward III 1827 to 1377 

Richard II 1877 to 1399 

Henry IV 1399 to 1413 

Henry V. 1418 to 1422 

Henry VI 1422 to 1461 

Edward IV 1461 to 1483 

EdwardV 1483 

Richard III 1483 to 1485 

Henry VII 1485 to 1509 

Edward VI 1647 to 1558 

Mary 1553 to 1558 

Elizabeth 1558 to 1603 

James I 1603 to 1625 

Charles I. ... 1625tol649 

Commonwealth 1649 to 1653 

Cromwell 1653 to 1658 

Richard Cromwell 1658 to 1659 

Interregnum 1659 to 1660 

Charles II 1660tol6*5 

James II 1685 to 1689 

William III 1689tol702 

Anne 1702 to 1714 

George 1 1714to a 17S7 

George II 1727 to 1760 

George III 1760 to 1820 

George IV 1820 to 1830 

William IV 1820 to 1830 

Victoria 1837 



















































































































































































































































































































































































































































































































































































































































The foregoing is a computation of the Katio of the Circumference of a Circle to its 
Diameter [the Diameter being 1 1, made by Mr. Wiljuam Shanks, of Hough ton-le-Spring, 
Durham, founded upon a formula of Machin's. 

B^" To recite even 150 of the Figures of this Ratio in the exact or- 
der is a feat practically impossible to the unassisted Natural Memory. 


From 1780 to 1886. 

Diomed 1780 

Young Eclipse 1781 

Assassin 1782 

Saltram 1783 

Sergeant 1784 

Aim well 17S5 

Noble 1786 

Sir Peter Teazle 1787 

Sir Thomas 1788 

Skyscraper 1789 

Bhadamanthus 1790 

Eager 1791 

John Bull 1792 

Waxy 1793 

Daedalus 1794 

Spreadeagle 1796 

Didelot 1796 

Pharamond's S i s t e r * s 

Colt 1797 

Sir Harry 1798 

Archduke 1799 

Champion 1800 

Eleanor 1801 

Tyrant 1802 

Ditto 1803 

Hannibal 1804 

Cardinal Beaufort 1805 

Paris 1806 

Election 1807 

Pan 1808 

Pope 1809 

Whalebone 1810 

Phantom 1811 

Octavius 1812 

Smolensko 1813 

Blucher 1814 

Whisker 1815 

Prince Leopold . 




Sailor . 


Gustavus 1821 

Moses 1822 

Emiiius 1823 

Cedric 1824 

Middleton 1825 

Lapdog 1826 

Mameluke. 1827 

Cadland 1828 

Frederick 1829 

Priam 1830 

Spaniel 1831 

St. Giles 1832 

Dangerous 1883 

Plenipotentiary 1834 

Mundig 1835 

Bay Middleton 1836 

Bosphorus 1837 

Amato 1888 

Bloomsbury 1839 

Little Wonder. 1840 

Coronation 1841 

Attila 1842 

Cotherstone 1843 

Orlando, 1844 

Merry Monarch 1845 

Pyrrhus the 1st 1846 

Cossack 1847 

Surplice .1848 

Plying Dutchman 1849 

Voltigeur 1860 

Teddington 1851 

Daniel O'Rourke 1852 

West Australian 1853 

Andover 1854 

Wild Dayrell 1855 

Ellington 1850 

Blink Bonny 1857 

Beadsman 1858 

Musjid 1859 

Thormanby I860 

Kettledrnm 1861 

Caractacus 1862 

Macaroni 1863 

Blair Athol 1864 

Gladiateur 1865 

Lord Lyon 1866 

Hermit 1867 

Blue Gown 1868 

Pretender 1869 

Kingcraft 1870 

Favonius 1871 

Cremorne 1873 

Doncaster 1873 

George Frederick 1874 

Galopin 1875 

Kisber 1876 

Silvio. 1877 

Sefton 1878 

SirBevys 1879 

Bend Or 1880 

Iroquois 1881 

Shotover 1882 

St. Blaise 1883 

St. Gatien I 1 oo 4 

Harvester J 10lH 

Melton 1885 

Ormonde 1886 

My Pupils, through the aid of my Art of Never Forgetting, can re- 
cite the entire series forwards and backwards, and can also give the 
year of any horse and the horse of year, on these being asked at 
random, up and down the entire list, without resort to that huge 
Babel of Mnemonical Artificiality called a u Key," or sometimes hon- 


ored by the pet name of u Wheelbarrow," or a collection of ** Pegs* 
100 in number, or any recourse to its " Mental Daubs" or "Nursery 
Associations." By means of the inexhaustible fertility of my System, 
my Pupils can easily add the Pedigrees of the Winners, and the names 
of their Jockeys and Owners. Learning the List of Derby Winners in 
this thorough manner is mere pastime for those who have mastered my 


The Loisette System has had large numbers of students in all parts 
of the country. 

The following list is taken from the " Professor's" circulars. 

Philadelphia 1500 

Baltimore 1100 

Washington 1150 

Detroit 1005 

Univ. of Penn 400 

Univ. of Mich 409 

Wellesley College 400 

Yale 400 

Oberlin 350 

Columbia (Law school) 100 

Potsdam, N. Y. 238 

Meriden, Conn 200 

Norwich 250 

Boston 1210 


(Frank H. Foster, Professor in Church History in Oberlin Theological 

October 10, 1887. 
" The more I use your system, the better I like it.'* 

Examination Passed, and Gold Medal Won. 

40 Hawkins St., Londonderry, Ireland. 
December 8, 1887. 
I can fully endorse your statement that it is calculated in the high- 
est degree to strengthen the Natural Memory, besides being unrivalled 
aa a device for memorizing. ... At the Irish Intermediate Exam- 
inations, held in June, I was awarded in the Senior Grade ;». £40 prize, 
the English Gold Medal, and £4 for English Composition, and I ob- 
tained the second place in Ulster, and the fourth in Ireland, against 
219 competitors, although I was a year and a half below the prescribed 
limit of eighteen. 

As far as memory goes, I feel that this result was due to you. I be- 
lieve that any school-boy who had mastered your system, and was 
taught as I was, would be able to carry all before him in any examina- 
tion and against any rivals. William A. Goligher. 

(Mark Twain.) 

Hartford, March 4, 1887. 
Bear Sir : — Prof. Loisette did not create a memory for me ; no, 
nothing of the kind. And yet he did for me what amounted to the 
same thing, for he proved to me that I already had a memory, 
a thing that I was not aware of till then. I had before been able, 
like most people, to store up and lose things in the dark cellar of my 
memory ; but he showed me how to light up the cellar. It is the dif- 


ferenoe, to change the figure, between having money where yon can't 
collect it, and having it in your own pocket The information cost me 
but little, yet I value it at a prodigious figure. 

Truly yours, S. L. Clemens. 

(Rev. Francis B. Denio, Professor of Hebrew in the Bangor Theological 

If I had been a master of this System twenty years ago, I should 
have been saved three or four years of the drudgery of repetition, on 
which I have hitherto relied to fix any knowledge, and especially that 
of the vocabulary of a foreign language. ... I have decided that 
hereafter I shall try to induce all my students to master this system 
before they engage in their linguistic studies under my direction. 

(Bon. W. W. Astor.) 

I have now mastered your System quite thoroughly and use it con- 

One feature that I value not the least is that the habit of its use has 
greatly strengthened and improved my natural memory. 
June 5, 1884. 

(New York Tribune, March 25ta, 1887.) 
The System of Memory Training that is taught by Prof. Loisette 
is creating a stir among mind workers, second to nothing of its charac- 
ter that has ever been attempted in this country. 

(Dr. Andrew Wilson, and R. A. Proctor.) 

Dr. Andrew Wilson has said respecting the System : — Whether re- 
garded as a device for memorizing, or in its more important aspect as 
a System of Memory Training, Prof. Loisette' s method appears to me 

I have tested it in my own case on those matters in which my mem- 
ory is least trustworthy, perhaps because least exercised ; and I have 
been surprised to find how easily and pleasantly I can fix such matters 
in my mind, almost without an effort, yet in such a way that I am satis- 
fied they are there for good. ... I have no hesitation in thor- 
oughly recommending the System to all who are earnest in wishing to 
train their memories effectively, and are therefore willing to take rea- 
sonable pains to obtain so useful a result. R. A. Proctor. 

(Quoted from Knowledge, January 25, 1884.) 

Sib Edward H. Meredtth, Bart., writes, in a letter to a friend :— 
The late Judah P. Benjamin, Q. C, once said to me, "Apply to 
Prof. Loisette ; he gave me a new memory and his method of study 
is the best 1 know of. His System is too good for the idle and frivo- 
lous ; but anyone who can devote to it the smallest modicum of appli- 
cation will find it easy, interesting and of the greatest value. . . . 
By his System I have already learned one book in one reading, and I 
intend to learn many more in the same way. . . . The lessons 
have been worth hundreds of pounds to me." 

Mamdalszn Lodgk, October 1, 1886. 




This Bibliography of Mnemonics, in its own field — publications in 
Xatin and English f — is believed to be fairly complete, from 1325. to 

Corrections of errors discovered, or additions suggested, will be grate- 
fully received. 

The following works have been freely consulted : " Bibliotheca Ameri- 
cana," li BibHothecaBritannica J n "American Catalogue," "English Cata- 
logue" Pooled Index, also the works of Feinaigle, Pick, and Middleton; 
all of which contain admirable critical bibliographies, more or less ex- 

In justice to the reader, a few words should be added with reference 
to some of the more important books in the following list. Of Fauvel- 
Gouraud's Phrenomnemotechny, the North American Review for July, 
1845, said : " This is one of the most remarkable books it has ever fall- 
en to our lot to examine. In style, manner, and matter, it will here- 
after rank among the most curious of the curiosities of literature." 
Dr. Pick's Memory and a Rational Means of Improving It needs no 
commendation here. The extracts so fully quoted elsewhere amply 
attest its merit. The perusal of Appleby's Loizettti* Art of If ever For- 
getting Compared with Mnemonics will well repay every student of 
Loisette. The author's acknowledgments are due for valuable sugges- 
tions. Dr. Holbrook's How to StrengtTten the Memory, with no pretensions 
as a " system," contains the latest and best yet written on the all-im- 
portant subject. He quotes freely the best authorities, notably Pick, 
and always with due acknowledgments. Kay's Memory : What it w, 
and How to Improve it, the last fourth of which deals with the cultiva- 
tion of the memory, might more appropriately be called a Cyclopedia of 
Memory ; so replete is it with information on every conceivable topic 
connected with memory. The broad scholarship and discriminating 
judgment of the distinguished author were never more successfully en- 

Prof. White's Natural Method of Memorizing and Memory Training , 
the name of which correctly characterizes it, is pre-eminently the work 
of a scholar. As a System none of its predecessors is more worthy of 
the careful attention of scholars, and none has been more apprecia- 
tively received. 

1274(?). Roger Bacon : Tractatus de Arte Memorativa. MS. at Oxford. 

1325. Thomas Bradwardini Ars Memorativa, MS. Manuscript in 
British Museum. 

1430. Ars Memorandi Notabilis per Figuras Evangelistarum vel Mem- 
oriale quatuor Evangelistarum. Small Fol. This is supposed 
to be the first attempt towards a system of superficial mem- 

* Works on the training of the Memory have been included, whether known as Mne- 
monics or not. 
t The chief works in French and German have also been included. 


1450(?). Tractatus Artis Memorativa. 

1470. Matheoli Perusini tractatus Artis Memorativae. 8°. 

1475(?). Perusinua, Matt. Tractatus Clarissimi et Medica de Memo- 
ria. 4° 

1482. In nova mirabilique ac perfectissima Memoriae Jacobi Publicii, 
prologus feliciter incipit. 4°. 

1485. Publicius Jacobus: "Opera," Includes the Ars Memorativa. 

1488. Ars Memorativa per Johannem Priiss. fol. Argent. 

1491. Foenix Dnni Petri Rauenatis Memoriae Magistri. 4°. Yenetiis. 

1491. Petrus de Ravenna. Ars Memorativa. Went through nine edi- 
tions. 4 vols. Venice. 

1502. Comm. in Aristotle. Lib. Physioorum, de Anima, de Memoria, 

1504. Aristotle. De Memoria et Reminiscentia. Lat. Paris. 

1515. Nicholai Chappusii de mente et memoria libellus utilissimus. 
4° [Paris]. 

1515. Jacobi Colinaei Oampani de Memoria Artificiosa compendiosum, 
opusculum impressit Ascensius. 4°. [Paris] [bl. let.]. 

1519. Albertus Magnus. Varii Tractatus Parvi de Sensu et Sensato, 
de Memoria et Reminiscentia, &c. Venice. 

1523. Fries. Laurenz : A Short Advice how Memory can be Wonder- 
fully Strengthened. Strasburg. 

1530. Paraphrasis in Aristotelem de Memoria. 

1533. De Kyrpse, Joannis Romberch : Congestorium Artificiosae Me- 
moriae. Venice. 

1536. Discours notables des moyens pour conserver et augmenter la 
me moire. Trad, du Latin de Guill. Gratarol par Estienne Cope. 
16°. Lyon. 

1540. Aristotle. De Memoria et Reminiscentia, Lat., per Nic. Leoni- 

cum. 8vo. Venice. 

1541. Ryff, Gualth. De Memoria Artificiali et Naturali. 12mo. 
1544. Memoriae Ars quae Phoenix inscribitur. 8°. Paris. 

1555. De Memoria reparanda, augenda servandaque, lib. unus : et de 

locali vel artificiosa Memoria lib. alter Guill. Grataroli. 8°. 

1556. Campensis, Claud. Commentarii in Aristotelis librum de Me- 

moria et Recordatione. 8vo. Paris. 
1566. Aristotle. De Memoria, et Reminiscentia. Gr. Lat. cum comm. 

Simonis Simonii. Apud Joan. Crispinum. 
1570. Artifioiosselibelkn, autore Joann. Spangenberg. Herd. 8°Wite- 

1562. The Castel of Memorie by Gulielmus Gratarolus Bergoraatis, 

Englyshed by William Fulwod. London. 
1574. Cosmi Rosselii Thesaurus Artificiosae, Memorise. 4°. Venet. 
1582. Bruno, Jordano : De Umbris Idearum. Paris. 
1582. Bruno, Jordano : Ars Memoriae. 8vo. Paris. 

1582. Bruno, Jordano : De Compendiosa Architectura et complementa 

Artis Lullii. Parisiis. 

1583. Artificiosae Memoriae Libellus Authore Thoma Watson o Oxoni- 

ensi, Juris Utriusque studioso. MS. 
1583 Dickson, Alexander : De Memorise virtut* Prosopopaeia. 8vo. 


1584. Dickson, Alexander : Libellus de Memoria verissima et recor- 
dandi Scieutia. 12m o. London. 

1591. Joan, Mich : Alberti de omnibus ingeniis augends Memoriae 
liber, 4°. Bonon. 

1591. Bruno, Jordano : De Imaginum et Idearum Compositione ad om- 
nia inventionem et memoriae generatres, libri 8. France. 

1593. Schenkel, Lamprecht : De Memoria, lib. i. 

2595. Schenkel, Lamprecht : Leodii Duaci, lib. ii. Antwerpiae. 

1598. Schenkel, Lamprecht : Brevis Tractatus de Utilitatibus et Ef- 
fect! bas Mirabilibus Artis Memoriae. Parisiis. 

1600. F. Philippi Gesvaldi Plutosotia, Patav. 

16O0. Phoenix seu Artificiosa Memoria cl. I. V. D. et militia D. Petri 
Ravennatis Juris Canonici olim in Patavino. 4to. Vicentae. 

1602. Ars Reminiscendi Joan : Baptist® Partes Neapolitan^ 4". 

1602. Siri, Victor : Memoire Recondite dAlP anno 1601, 8 torn 4to. 

1602. F. Hieronymi Marafioti Polistinensis Calabri Theologi De Arte 
Reminiscentiae. 8°. Franc. 

1602. Porta, John Baptista : Ars Reminiscendi. 4to. Neap. 

1603. Artis Memoriae : Joh. Sp. Herd. Francof. 

1607. Specimina duo Artis Memoriae exhibita Lutetias Parisiorum. 8°. 


1608. De Memoria ac Reminiscentia Disoerptatio Sempronii Lancioni 

Romani ad mentem Philosophorum principum Platonis et 
Aristotelis concinnata. Verona. 

1609. Schenckelii Methodus de Latina Lingua intra 6 menses docenda. 

8°. Argent. 

1609. Cruschius, Melchior: De Memori Bona Conservanda. 8vo. 

Strasburg. Witt. 

1610. Schenkel, Lamprecht : Gazophylacium Artis Memorise. Argen- 

1610. Job. Henr. Alstedii Theatrum Scolasticum. 8°. Strasburg. 

Herborn. Contained the Gymnasium Mnemonicum. 
1610. Brevis Delineatio de utilitatibus et effectibus admirabilibus Artis 

Memoriae. 12°. Venet. 
1610. Joh. Henr. Alstedii Systema Mnemonicum. 8°. Franc. 

1610. Bruxius, Adamus. Simondes Redivivus, seu Ars Memoriae et 

Oblivionis. 4to. Lips. 

1611. Joh. Henr. Alsetedii. Trigae Canonicae. 8°. Franc. 
1617. Fr. Mart. Ravellini Ars Memoriae. 8°. Franc. 

1617. Schenckeliua detectus. seu Memoria Artificialis. Joh. Paep. 
Galbaicus. 8°. Lugduni. 

1617. Utriusque cosmi major is scilicet, et minoris Metaphysica, Phy- 

sioa, Technica Historia, auctore Roberto Fludd. 2 torn, 
fol. Openh. et Franc. 

1618. Apsinis Graeci Rhetoris, de Memoria. Fed. Morell. Paris. 
1618. Inaestimabilis Artis Memorandi Thesaurus. Ab Adamo Naulio. 

1618. Mnemonica, sive Ars Reminiscendi. Johan. Willisso. London. 

1618. Paep, Job. EISAmrH, seu Introductio Facilis in Praxim Arti- 

ficiosae Memoriae. 12mo. Lugd. 

1619. Martin dommers : Gazophylacium Artis Memoriae. Venice. 

1620. Ars Memorise Localis. 8°. Lips. 



1620. D. Joannis Velasquez do Azevedo Fenix de Minerva y Arte de 
Meraoria que ensenna sin maestro d prender y retenir. 4°. 

1620. Artis Lullinae, sea Memoriae Artificialia Secretum explicitmn, 
per. R. P. F. Hugonem Carbonellum. 8°. Paris. 

1628. Lettera a Andrea Valieri ove si tratta della Memoria locale e 

del modo faoile per acquistarla. MS. 
1623. Magazin des Sciences, ou Vray 1'Art de Memoire, par Adrian le 

Cuirot. 12°. Paris. 
1623. Jones, John : Sacra Ars Memoriae, ad Scripfcuras Divinaa in 

Promptu habandas, &c., accoinmodata. 8vo. Douay. 

1629. Godoy, Jo. Gutherez de. Disputationes Philosophies et Med- 

ica3 super Aristotelem de Memoria. 4to. Madrid. 
1635. Traotatus de Memoria Joh. Gonradi Dannahaveri. 8°. Argent. 

1639. Meyssonerus in Pentagono Philosophico-Medico, sive Arte 

novas Reminiscentiae. 4°. Lugd. 

1640. Ars Memorativa inventiva et applicativa Raixnundi Lullii ; 12°. 


1641. Burke, Thos. : Scripture Inquiry, or Helps for Memory in the 

Duties of Piety. 8vo. London. 
1643. Arnold Backhusy: Memoria artificialia Lamberti Schenckely. 

12° Colon. Agrip. 
1648. von Winkelmann, Stanislaus (?) Mink. Relatio Novissima ex- 

Parnasso de Arte Reminiscentiae. Giessen. 
1651. Ars. Mnemonica, sive Herdsonus Bruxiatus ; vel. Bruxus Herd- 

sonatus. 8°. London. 
1651. Herdson, Henry: Ars MemoriaB. The Art of Iitemory. 8°. 


1653. Saunders, Richard : Art of Memory. London. 

1654. L'GEuvre des CEuvres, ou le plus parfaict des Sciences. Ste- 

ganographiques, Paulines, Armedelles, et Lullistres, par Jean 

Belot. 8°. Lugduni. 
1654. Fax Nova Arti Memoriae localis accensa. 8°. Lips. 
1661. Mnemonica ; or the Art of Memory. John Willis. Trans, by 

Sowersby. 8 \ London. 
1669. Athanasii Kircheri: Ars Magna Sciendi in xii Libros Digesta. 

Fol. Amstelod. 
1678. Variorum de Arte Memoriae. Traotatus Sex. 8°. Leipsic. 
1683. Shaw, John : The Divine Art of Memory. Trans, by Simon 

Wastel. 12°. London. 
1685. Wallis, John : The Strength of Memory. 
1691. Leadbetter, Arthur ; Arithmetical Rules Digested for the Help 

and Profit of Memory. 8vo. London. 
1695. Ars Magna et admirabiiis specimenibus variis confirmata. 8°. 
1697. Copia specimeniarum Artis Memoriae. 8°. Leodii. 
1697. D'Assigny, Marius : Art of Memory. London. 
1699. D'Assigny, Marius : Quaedam Regulae ad Imbecilles Memorias 

Corroborandas. 8vo. London. 

1701. Buffier, Claude : Pratique de la Memoire Artifioielle. 8 vols. 


1702. Ars Memoriae vindicate*. D. Jo. Brancacoio Panormi. 
1708. Fr. Guivard : Traite de Mnemotechnie, Lille. 

1715. Erhardt, Thomas : Ars Memoriae. 8 vols. 8vo. 


1722. Falster, Christian : Memoriae Obsour&a. 8vo. Hamburg. 

1723. Cannae, P. : Ph. Dissertatio Physica de Memoria. 4to. Gene- 


1780. Grey, Richard : Memoria Technica. 8vo. London. 
1737. Lowe, Solomon : Mnemonics Delineated. 8vo. London. 
1747. Dan. Geo. Morhofiii: Polyhistor Literarius Philosophicus et 

practicus. 2 torn. 4to. LubecsB. 
1750. Hell, Maximilian: Adjumentum Memoriae Manaale Cronologico, 
Genealogico, Historioum. 

1752. Hill, William : Memory of Language and Rhyming Expositor. 

18mo. Is. 6d. London. . 

1753. Boeder, Paulas: Memoria Ebneriana, fol. Norimb. 

1757. Fairchild, A. J. : System of Acquiring the French Language. 
12mo, 3s. 6d. London. 

1773. Evans : The Tablet of Memory ; or, the Historian's Assistant. 
12mo, Is. 6d. London. 

1775. Hay: The Tutor's Observations on Memory. 8vo, Is. Lon- 

1781. Cartas Eruditas y Curiosaa, por D. Fr. B. J. Feyjoo : 4°. 5tom. 

1783. Helps for Short Memory. 12mo. Cd. London. 
1783. Beattie, James : Dissertations, Moral and Critical, on Memory 

and Imagination. 4to. London. 
1801. Graffe : Katechetisches Magazin. 8vo. Goettingen. 
1804. Kastner, Chr. A. L. : Mnemonik oder System de Gedaohtniss. 

1804. Kastner, Chr. A. L. : Eunst der Alten. 8vo. Leipsic. 
1804. Kliiber, J. S. : Compendium der Mnemonik. 4to. Palermo. 
1804. Kliiber, J. S. : Mein Contingent zur Geschicht der Gedacht- 

nisgubungen in den ersten jahren des 16 jahrh. Niirnberg. 

1804. von Are tin, J. C. : Denksohrift fiber den wahren Begriff und 

Nutzen der Mnemonik. Munich. 

1805. Kastner, Chr. A. L. : Leitfaden zu einen Unterhaltung fiber de 

Mnemonik. 8vo. Leipsio. 
1805. Kastner, Chr. A. L. : Dessen Uebersetznng der drei Stellen bei 
der Alten von der Gedachtniskunst. Leipsio. 

1805. Morgenstern : De Arte veterum Mnemonica. Fol. Dorp. 

1806. von Aretin, J. C. : Theorie der Mnemonik. Niirnberg. 
1806. von Feinaigle, G. : Notice sur la Mnemonique. Paris. 

1810. von Aretin, J. C. : Systematische Anleitung zur Theorie und 

Praxis der Mnemonique. 8vo. Sulzbach. 

1811. von Feinaigle, G. : Mnemonik naoh der Yorlesungen desselben. 

Frankfort a. M 

1811. Pupil of Feinaigle : Practisohe Gedachtniss naoh den Vorles- 

ungen des Herrn Gregor von Feinaigle. Frankfort a.M. 

1812. von Feinaigle, Gregor : " The New Art of Memory, to which 

is prefixed some accounts of the principal systems of artificial 
Memory from the earliest period to the present time." 12mo. 
12s. London. 
1818. Cogland, Thomas: Improved System of Mnemonics. 8vo. 9s. 

1813. Needham, S. : u Beminiscentia Numeraris j or, the Memory's 

Assistant." 12mo. 2 vols. 


1817. Jackson, G. : New and Improved System of Mnemonics. 4s. 


1818. Murden, J. R. : " Art of Memory." New York. 

1823. Aime Paris and Adrien Berbrugger : * ' Resume dee diverses specu- 
lations etudieesdans les cours de mnemonique." 3 fr. Paris. 

1825. Exposition et pratique des procedes mnemouiques. 6 f r. Paris. 

1826. Paris, Aime : M6 moire (de la). 

1826. Gayton. J. R. : Memoria Philosophica. 10s. London. 

1827. Paris, Aime : Lettre a M. Fred. Come, avocat et professeur de 

mnemonique. Paris. 

1827. Objet des cours (de mnomonique.) Paris. 

1828. Paris, Aime: Premiere suite autographic d'applications speciales 

de la mnemotechnique. Applications de la musique. 2fr. 
1828. Kastner, Chr. A. L. : Briefe uber die Mnemonik. Sulzbach. 

1828. Peckstone, T. S. : Chronological Chart of the Patriarchs. 

1829. Darby, W. : Mnemonica ; or. The Tablet of Memory. 

1829. Paris, Aime : Souvenirs du cours de mnemotechnie. 2fr. 

1829. Paris, Aime : Cours de mnemotechnie. Paris. 

1829. Goodluck, W. R. : View of the World. 

1830. Snooke : Calendar of Memory. 

1831. de Castilho : Recueils de Souvenir de Mnemotechnie. Saint 


1831. Kastner, Chr. A. L. : Mnemonices quaedam in scrip tura sacra 


1832. Beniowski's Phrenotypics. 

1834. de Castilho, A. M. & J. P. : Traite de Mnemotechnie. 6th ed. 

1834. Paris, Aime: Memoire addresse . . . de mnemotechnie a 

PJ&cole normale. Paris. 

1834. Paris, Aime : Principes et applications diverses de la mne- 

monique. 12ir. Paris. 

1835. De Castilho A. M. & J. F. : Dictionnaire Mnemonique 
1838. Valpy : Poetical Chronology. 

1838. Jukes, Mrs. : Aids to Memory. 

1839. Bern, J. : Expose General de la Methode Mnemonique Polonaise 

perfectionee a Paris Paris. 
1839. Knott, R. R. : New Aid to Memory. Is. London. 

1841. Bassle, G. A. : System Mnemonique. London. 

1842. von Mailath, Johann : Mnemonik. Vienna. 

1842. Beniowski's Handbook of Phrenotypics. 4s. London. 

1843. Otto, Carl (Reventlow) : Lehrbuch der Mnemotechnik. Stutt- 


1843. Imeson, W. T. : Phrenotyphonicon. 6d. London. 

1844. Laws. T. F. : Phrenotypics. 8vo. Manchester, England. 
1844. " J. W. D. : " New Science of Artificial Memory. New York. 
1844. Otto, Carl (Reventlow): Worterbuch der Mnemonick. Stuttgart 

1844. Cannon. J. W. 

1845. Fauvel-Gouraud, Francis: Phrenomnenotechnio Dictionary. 

$1.75. New. York. 
1845. Fauvel-Gouraud, Francis : Phrenomnemotechny. $2.00. New 


1845. Hallworth, T.: Rational Mnemonics. 

1846. PikeR. and W. C. : Mnemonics. Boston. 

1846. Harris, L. H. : Mnemonics; or, Philosophical Memory. New- 
ark, Ohio. 

1 846. Johnson, L. D. : Memoria Technica. Boston. 

1846. Johnson, L. D. : Memoria Cyclopaedia, or the Art of Memory. 
Taunton, Mass. 

1846. Fowler, O. S. : Memory and Intellectual Improvement. 75a 
New York. 

1846. Otto, Carl (Reventlow) : Leitfaden der Mnemonik. Stuttgart. 

1847. Hill, Wm. : Educational Monitor. 

1848. Kothe, Hermann : Lehrbuch der Mnemotnik. Hamburg. 
1848. Pick, Edward: Mnemonics and its Application to the Study of 

1848. Miles, Pliny : American Mnemotechny. 75c. and $1.00. New 

1848. Miles, Pliny ; Elements of Mnemotechny. 25a New York. 

1849. Bay, William : Mnemonical Chart and Guide to the Art of Mem- 

ory. New York. 
1849. Hamilton's Mnemonic Chronology of British History. 7s. 

1849. Brayshaw, T. : Metrical Mnemonics, Applied to Geography. 

12mo. 6s. London. 
1852. Bradbury, H. P. : Cogland's Mnemonics. Louisville. 
1852. Moigno, Abbe : Manuel de Mnemonique. Paris. 
1852. Kirkman, T. P. : Mnemonic Lessons in Geometry, Algebra, and 

Trigonometry. Is. 6d. London, Crosby, Lock wood & Co. 

1852. Hill, Wm. : Memory of Languages. 5th ed. London. 

1853. Cumming, J. G. : Chronology of Ancient History. London. 

1853. Eothe, Herman : System der Mnemonick. Cassel. 

1854. Eothe, Herman Katechismus der Mneraotechnik. Leipsic. 
1859. Parker, L. : Key to Philosophy of Memory. New York. 
1861. Bacon, J. H. : The Science of Memory. Is. 6d. London, 

1801. Otto, Carl (Reventlow): Mneraotischer Commentar zur AUge- 
meinen Weltgeschichte. Stuttgart. 

1861. Pick, Edward : On Memory and Rational Means of Improving 

it. 8vo. 2s. 6d. London, Triibner. (5th Ed., 1873, 12mo, Is.) 

1862. Chase, S. C. : Mnemeology. Cincinn. 

1862. Pick, Edward : New Methods of Studying Languages. French. 

12mo. 38. 6d. London, Triibner. 

1863. Jones, John : How to Remember Sermons and Lectures. Liv- 


1864. Slater, Mrs. : Sententiae Chronologicae. 

1865. Stokes, William : On Memory. Is. London, Houlston & Son. 

1866. Williams, Lyon : Science of Memory London, Nisbet & Co. 
1866. Haney, J. C. : Art of Memory. 51 pp. 15c. New York, J. C. 

Haney & Co. 

1866. Stokes. William : The Divine Origin of Mnemonics. Is. Lon- 
don, Houlston & Son. 

1866. Girdlestone, E. D. : Memory Helped, or Dr. Grey's System ex- 
plained. London. 

1869. MackayAlex.: Facts and Dates. 12mo. 4s. London, Blackwood. 


1869. MacLaren, T.: Systematic Memory. 12mo. Is. London, Pit- 


1870. Hill, William : Local Suggester. London. 

1870. Crowther, George : Crowther's Mnemonics. London. 

1873. Helton, Wm. : Memory Almanac. 6d. Liverpool. 

1873. Maoauley, Jas. : Memory Helps in British History. Glasgow. 

1873. Nemos, W. : Artificial Memory. San Francisco, Bancroft. 

1874. Fairchild's The Way to Improve the Memory. London. 

1875. Courley, W. H. 

1877. Head, F. W. : Statutes by Heart. 8vo. Is. 6d. London, 
Stevens & Son. 

1877. Begg, E. W. : Mnemonics. $1.50. Cincinn., Chase & HalL 

1877. Sayer, T. A : Aids to Memory. London, Dalby, iBbister & Co. 

1877. Younghusband, J. H. : How to Remember. 2s. London. 

1880. Hartley, Chas. : How to Improve the Memory. London. 

1880. Laurie, Thos. : The Whole Art of Memory. London. 

1880. Granville, J. M. : Secret of a Good Memory. Is. London. 

1880. Appleby, F. : Phonetical Memory. Is. London, Pitman. 

1882. Fitz- Simon, E. A. : Historical Epochs, with System of Mne- 
monics. 12mo. 50c. N. Y., Taintor. 

1882. Middleton, A. E. : Memory Aids and How to Use Them. Lon- 

1882. Wollaoott, F. C. : Phrenotyplcs ; or, The Science of Memory. 
6d. London. 

1882. Dalziel, Allan : Mnemonics Applied to History. 

1884. Stokes William. Houlston & Sons, London. Rapid 

Arithmetic. Is. Bapid Drawing. Is. Rapid Music. Part 
I. Is. Memory-Aiding Music Staff. Is. Memory-Aiding 
Music Scales. Is. Pocket Key-Board. Piano, <&c Is. 
Pictorial Multiplication. In Book or Sheet. Is. Memory- 
Aiding Extended Multiplication Table. 6d. Historical Chro- 
nometer. 2nd Edition. 4to, paper case, Is. Mnemonics! 
Globe. 17th Thousand. In case, coloured, Is. Memory Aids 
for England and Wales. 6d. Memory Aids for Elocution. fid. 
French Genders in Five Minutes. fid. German Genders sim- 
plified. 6d. 

1885. Miller, Adam : Mental Gymnastics. $1.00. Chicago, Miller. 

1885. Middleton, A. E. : All about Mnemonics. Is. London. 

1886. Appleby, F. L. : Loisette's Art of Never Forgetting compared 

with Mnemonics. 6d. Pitman, London. 
1886. Holbrook, M. L. : How to Strengthen the Memory. 12mo. 

$1.00. New York, M. L. Holbrook. 
1886. Boyd, A. S. : Modern Mnemotechny. Baltimore. 
1886. Cohen, Gustavus: Memory: How to Secure and Retain it. 

1886. Hedley. A. P. : Natural Memory. foL 4 pp. 10s. fid. 

1886. Chavauty, Abb6. 

1887. Appleby. F. : Natural Memory. 15s. London. 

1888. White,' W. W. : Natural Method of Memorizing and Memory 

Training. $5.00. New Haven, Connecticut. 
1888. Kay, David : Memory : What it is, and How to Improve it. 
Post 8vo. 6s. London, Kegan Paul, Trench & Co, 


1888. Pick, Edward : Memory and its Doctors. 18mo. Is. London, 

N. D. Middleton, William : The Art of Memorje. 8vo. v. Copeland, 

R., London. 
N. D. Petrns Colonise Ars Memorativa. 4°. 
N. D. Incipit Ars Memoriae Venerabilis Baldonini Sabodiensis. 4°. 

N. D. Anacardina a la Arte de Memoria. 
N. D. Job. Aguilera de Arte Memoria. 
N. D. Epiphami de Moirans Ars Memories admirabilis omnium nescien- 

tium excedens captam. 
N. D. Franc : Conti de Arte Memoriae. 
N. D. Hieronymus Megiserus de Arte Memoriae. 
N. D. Alvaro Ferreya de Vera : Trattato de Memoriae artificiosa. 
N. D. Nelson: Memory. 

N. D. Watson : Compendium Memoriae Localis. 8vo. 
N. D. Copland, Robert : The Art of Memory. 8vo. London. 


Mnemonics, Chambers 1 Journal, 43:619 1866 

Revue de Mnemonigue (Monthly), Ed. by Abbe Chavanty. 18S6 

Memory, (O. A. Brownson,) Democratic Review, 12:40 1843 

Southern Literary Messenger, 4:680 1838 

Fraser, 29:546 1843 

Museum of Foreign Literature, 5:391 1824 

(J. Hamilton) Good Words, 5:148 1861 

Same article, Eclectic Mag., 62:104 1838 

Memory, (A. J. Faust,) AppUtorCs Jour,, 24:524 1880 

K. Usher, People's Jour., 7:244. 1848 

Chambers' Jour., 54:349 1877 

Blackwood's, 128:421 1880 

Same article, Eclectic Mag., 95:729 1867 

Christian Observer, 34:517,581 1834 

And Absence of Mind, All The Tear Round, 20:365. . . . 1871 

And Its Caprices, IAtteUs Living Age, 34:606 1851 

And the Will, LitteWs Living Age, 189:56 1878 

Art of, Anorectic Mag., 4:117 1814 

Art of (F. Bowen), No. Am. Rev., 61:260 1845 

Art of, Chambers' Jour., 42:342 1865 

Artificial (R. J. Wilmot), London Quar. Review, 9:125 . 1813 

CornhiU, 29:581 1873 

Same article. Eclectic Mag., 83:18 1874 

Artificial, DubUn Rev., 81:172 1877 

Intellectual Power, LitteWs Living Age, 84:513 1864 

Curiosities of (A. Young), Lakeside. 8:128 1872 

Chamber*' Jour., 51:157 1874 


Memory, Double (G. C. Robertson), Mind, 1:552 1876 

Essence of, Dublin Univ. Mag., 92:95 1878 

Experiments in, Science, 6: 198 

Fallacies of (F. B. Cobb), Galaxy \ 1: 149 1866 

Feinaigie's New Art of, Eclectic Rev., 18:321 1813 

Illusions of, CornhiU, 41:416 1879 

Same article, LittdV* Living Age, 145:432 1879 

Same article, Eclectic Mag., 94:686 1879 

In Education, Westm., 2;393 1876 

Keys of, Temple Bar, 13:202 1864 

Morbid, Once a Week, 3:285 1860 

Offices and Moral Uses of, Christian Exam., 56:209 1853 

Of Faces, Spectator, 58:1258 

Phenomena of (S. H. Dickson), Lipp., 3:189 1868 

Physiological, (R. W. Brown), Sc. Am. Sup. No. 429. . . 1834 

Process of (I. Orr), Am. Jour. ScL, 23:278 1832 

Remarkable Cases of (W. D. Henkle), Jour. Spec. 

PhUos., 5:6 1871 

Retentive of (A. Bain), Fortn., 10:237 1668 

Ribot(J. Sully), Mind, 6:590 1881 

Training of, Science, 8:582 

Tricks of, Knowledge, Jan 1888 

Unconscious (G. J. Romanes), Nature, 23:285 1880 

vs. Reason, TmsUy. 9:183 1871 

Where and How We Remember (M. A. Starr), Pop. Sci. 

Mo., 25:609 1884 

Memories, Good, Every Sat., 11:618 1871 

Great, Dvblin Univ. Mag. , 60:377 1862 

Same article, Eclectic Mag., 57:549 1862 



u Professor" Loisette owed his great success in the lecture-field to 
Mr. B. F. Foster, until recently his business manager, audiences were 
secured for his introductory lectures such as he had never before 
addressed, and his classes (which had never exceeded two or three 
hundred) suddenly increased to more than a thousand. In a recent 
interview with Mr. Foster it was learned that he had given up a re- 
sponsible and remunerative position with one of the largest manufactur- 
ing houses in Baltimore, to go with Loisette, and spent twelve weeks 
in his New York office before going into the lecture-field with him. 

This time was spent in thoroughly reorganizing the entire business. 
In December, 1887, Mr. Foster started on the road to organize the first 
class at the Michigan University, going thence to Baltimore, Detroit, 
Philadelphia, and Washington. 

From Loisette's contract with Mr. Foster, the following extracts are 
taken: — 

'* Said Foster to be employed as said Loisette's assistant in said Loi- 
sette's business of teaching the * Loisettian System of Memory, 1 or 
the * Art of Never Forgetting.' Said Foster to be employed either in 
1 travelling for the purpose of organizing classes in such places as hold 
out reasonable promise of a class of 200 or more, outside of N. Y. City, 
or in the instruction of classes in New York. It is further agreed that, 
as compensation for such services, said Loisette agrees to pay said 
Foster one-fifth, or twenty per cent., of the total amount received 
from any class organized by said Foster after the expenses of organizing 
the class have been deducted." 

According to Loisette's own advertisements, the classes organized by 
Foster, are from December 10th to March 16th — fourteen weeks— as 
follows : 

Michigan University 400 

Baltimore, Md 1,087 

Detroit, Mich 1,005 

Philadelphia, Pa 1,500 

Washington, D. 1 ,100 

Total number of pupils 5,092 

Estimating the average expense fo r each city at $500, we have 
$2,500 to deduct from $25,000, realized from 5,000 pupils at $5 each. 
Of this Loisette received about $18,000 and Foster $4,500, besides ex- 
penses. From this it would seem that a man must have strong reasono 
for resigning a position that had paid him over $50 a day for more than 
fourteen weeks, and for which he had a four years' contract. 

It might also be interesting to know what induced Loisette to re- 
lease a man who was putting $1,300 a week into his pocket, which he 

had to travel only a few miles, and talk about four hours a week to 

Mr. Foster is a native of Edinburgh, Scotland and is connected with 
some of the best families in Great Britain. Lord Kinlooh, for many 
years Lord Provost of Scotland, was his first cousin, and he numbers 
among his immediate relatives the Bishop of Kildare, the Rev. Dr. 
Moody Stewart, and the Sandfords, of whom Sir Herbert is well known 
in America, having been British Commissioner to our Centennial in 
1870. Knowing these facts, it was not surprising, on meeting Mr. 
Foster, to find that he was thoroughly ashamed of ever having had any 
connection with Loisette. 

He entered into his engagement on representations that Loisette had 
a legitimate, well-established, and permanent business, and as no one 
appeared to dispute his claims, he supposed him to be the original 
and gifted man be professed to be. Mr. Foster soon discovered that 
he himself knew a great deal more of the *' marvellous ** system of 
memory in its practical application than Loisette, who was as subject 
to mind-wandering and had as poor a memory as any of the mental 
wrecks whom he so vividly portrays as *' mnemonioal teachers.*' Sus- 
picious of the genuineness of his claims to originality were first awak- 
ened by his obvious ignorance of the matter in his own lesson papers. 
For example, he pretended to teach thousands to do the Knight's tour, 
although he did not know a knight's move from a pawn's. Pupils, 
from time to time, called attention to the similarity of his system to 
others, especially to Pick's, as set forth in " Chambers's Cyclopaedia." 

When asked about these matters, Loisette's stereotyped reply was 
that he had taught this system for over thirty years, and that a corre- 
spondence pupil in Germany gave the ideas in question to Pick, who 
came to England in 1862 and published them as his own. " The only 
correlation Pick gives in his book," Loisette would say, %i he stole bod- 
ily from me. All the rest is pure mnemonics, and rot. " It is interest- 
ing to read the Gazette de Lyon, January 21, 1851, and the Journal des 
Debate, January 24, 1854, reporting Pick's lectures before the Inspect- 
ors-General of Public Education in Paris in this connection, especially 
when it is known that at that time, so far from Loisette's being a mem- 
ory teacher in London, he was an undergraduate at Tale College. 
Moreover, we have Loisette's own testimony. In his prospectus, issued 
in London in 1883, may be found these words : " Due notice will be 
given in the daily newspapers of Professor Loisette's first public address 
in London." 

Among the unpleasant features of the office experience wan the ne- 
cessity of constant and well-sustained falsehood. Loisette advertises 
certain coaching papers for which pupils constantly remitted money. 
As no such papers ever existed, except in his imagination, or possibly in 
London, his manager wanted to return the money, but Loisette insisted 
on writing to the remitter that the present edition was exhausted and 
that another was in the hands of the printer, and copies would be mailed, 
etc. , etc. Pupils' money was retained, and they were kept waiting for 
months on such excuses, some of them, like Mr. Julius King, of Colum- 
bus, Ohio, writing continuously, but in vain. Loisette's " Whist Mem- 
ory " is a deception and a fraud. Mr. Foster, an expert on whist, and 
on ti. A . «f *«. Whist at a Glance," soon found that the $25 course in 
nothing to do with that game, but was merely a trick of re- 


membering cards as dealt from the pack. This trick Loisette himself 
was never able to do by his own system, and his pupils, if they ever 
studied it at all, found it to be not only a year's solid work, but abso- 
lutely worthless when learned. Discovering that Mr. Foster knew 
something worth teaching about the real article of whist, Loisette pro- 
ceeded to charge pupils $50 for " Whist Infereoces," intending to turn 
them over to him for their training. One of these, a Mr. Dodge, of Wall 
Street, insisted on personal instruction, and Loisette having pocketed 
the $75 — $25 f or hi u marvellous " memory system and $50 for his 
(or Foster's?) ** Whist Inferences " — tried to wheedle Mr. Foster's sys- 
tem out of him for his personal use and aggrandizement. 

Unfortunately his ideas were not as easily stolen as Dr. Pick's, or 
this country might by this time be flooded with advertisements of 
"Marvellous Whist Discovery — perfect cure for ruffing — any trump 
signal learned in one evening — wholly unlike Cavendish,' * Failing to 
obtain even a hint from Mr. Foster, he bought a copy of every book on 
whist, and proceeded to learn the rudiments of the game, in order to 
give a New York club man and an expert player fifty dollars worth of 
44 inferences.' ' The outcome is not known, but the ' ' inference " is that 
Loisette was obtaining money under a false pretense and that Mr. 
Dodge was robbed. Loisette's cure for ** discontinuity,'' price $10, 
consists in this: u Make a series of your own, consisting almost en- 
tirely of exclusions." Very few fish are caught on that hook. As to 
the $50 " Art of Illustration," if any one has ever been foolish enough 
to subscribe for it, he can obtain a position in a dime museum on ap- 

One peculiar feat of memory the " Professor " was an adept in. He 
never forgot a face. So good was his memory in this respect that, if a 
man whom he had never seen before came into the office with a smile, 
and a " How do you do, Professor," he was always welcomed as warmly 
as an old pupil. This usually evoked the question, *' Remember me, 
do you?" " Why certainly ; recollect you perfectly." If the visitor 
had been a pupil he was much impressed, if not, he had to listen to a 
wonderful story of his marvellous resemblance to a pupil whom the 
*• Professor" had not seen for twenty -two years. In Philadelphia he 
tried this confidence-game style of recognition on Mr. Lum Smith of the 
Herald, and of Comstock fame, at the same time refusing him a ticket to 
his lectures, which he greatly regretted when he found out who he was. 

Some of his talks on Memory would do credit to Baron Munchausen, 
especially his u Bob Chase " story. When any one objected to his con- 
tract or picked flaws in it, his invariable formula was, "Never mind t 
Judah P. Benjamin drew up that contract and it has stood seven law- 
suits ! '• Apart from the curious analogy between this statement and 
the German proverb about a "seven in every lie," it would be interest- 
ing to know why he should call on Judah P. Benjamin to draw up a 
contract for him, as he was himself a lawyer by profession and prac- 
tised in Nevada during the sixties. It is a poor compliment to Benja- 
min's skill that the form of the contract has been altered twice within 
the past two years ; the words, " in his own way in every respect" be- 
ing added at 'one time, and ** heirs, executors, administrators and as- 
signs" at another. Considering the "marvellous'' and "original" 
improvements Loisette has made in memory-training it is not remark- 
able that he can improve on Judah P. Benjamin's legal documents. 

Positive information came to hand at last, in confirmation of what had 
been long suspected, that Loisette was not Loisette at all. It has been 
pretty conclusively proved by Appleby, that Loisette originally taught 
pure and simple mnemonics, with afterward a sprinkling of Dr. Pick's 
ideas t as he did not have the full benefit of the marvellous system he 
now teaches until a few years ago. The following from his own pro- 
spectus is peculiarly apropos : " Even if vivid imagination exist, and 
extraordinary memory too, then of ttimes the so-called ' association ' does 
not recall the word it was framed to recall, as happened to me— then 
a practiced mnemonist," &c. It is to be feared that Loisette's many 
pupils will shed tears when they hear to what a terrible extent his prac- 
tice as a mnemonist has ruined his own memory, for one of the things 
his associations utterly failed to recall, for the reasons stated above, was 
his own name. In order that it may not be lost to posterity, we hope 
some brilliant pupil will correlate it to the register of Yale College, where 
it is to be found in the class of '54, thus : 

Marcus Dwight Larrowe, 
born at Cohocton, Steuben Co., N. Y., May 5, 1832. 

President Dwight, and some, at least, of the faculty, can easily point 
it out. 

The final reason which induced his manager to throw up his contract, 
and that in spite of the protests of his many friends that he was onlj 
quarrelling with his bread and butter, is embodied in his letter of res- « 
ignation, as follows: 

908 Madison Ave., 
Baltimore, Md. 

2olh. Apr. 188a 

Prof. A. Loisette: 

"Dear Sir :— -I wish to say to you that for some time past I have 
felt considerable alarm regarding the character of the man I have been 
engaged in introducing to the public, and this uneasiness has just cul- 
minated in the information that he has paid over $1,000, either as dam- 
age or hush-money, in order to keep from the public a charge which I 
hoped, when I was first informed of the woman who made it, he woold 
stoutly deny and defend himself against. I have for some time been 
aware of rumors that he was living under a false name, and that the 
whole account of himself was a series of falsehoods and misrepresenta- 
tions. I have also been at Borne pains to investigate his career from the 
time he was at Yale College to the time he was engaged at the Polytech- 
nic in London, and the general result, coupled with my own experience 
of him, has been such that I must decline, on moral grounds, to have 
anything further to do with him, as I do not propose to be caught in the 
branches when the tree falls. It has never yet been necessary for me 
to earn a livelihood by misrepresentation or fraud, and I decline to con- 
tinue in any capacity which compels me to present and introduce to the 
public as a scholar, a gentleman, and a leader in the cause of education, | 
one whom I know to be a humbug and a fraud. I 


R. F. Foster." 



Loisette, 1888. 
To remember proper names, cor- 
relate the person's name to the 
name of some peculiarity of the 
person as best known, and which 
you are sure to think of whenever 
you think of the person. 

Appleby, 1880. 
Required the day of the week 
for Jun. 18, 1848, date of Battle of 
Waterloo. 7) 1815 (2 and 1 over; 
4) 1815 (3 and 3 over (not required) ; 
then 1 added to 3 = 4. Add day of 
week, 18 = 22, added to key num- 
ber for Jun., which is 0, gives 22, 
and this divided by 7 gives 3 and 1 
over, which is Sun., the answer re- 

Compare Loisette's "key" for memorizing the British Regiments 
with the "key" used by other mneinonists. 

Revitilow, 1843. 
You will give your attention to 
the moral impression which the 
person you meet makes on you in 
relation to the physiognomy, the 
deportment, and his whole man- 
ner, or you will compare him to 
another person, or you will look 
somewhere for some physical sign, 
which you will connect with the 
name of the person. 

Loisette, 1888. 

On what day was the 18th of 
Jun., 1815, the date of the battle 
of Waterloo ? . 

Quotient of 15 by 4 = 3 ; remain- 
der, 15 by 7 = 1 ; number of the 
date, 18 ; addendum for Jun. = ; 
total, 22, which , divided by 7, leaves 
1. Answer, first day, i.e.. Sun. 


Other Mnemonics. 

Loisette. Other Jfnemonistx. 

1. Heath 


11. Wetted 


2. Nigh 


12. Twine 


3. Home 


13. Autumn 

Time . 

4. Heir 


14. Tear 


5. Howl 


15. Hotel 


6. Wage 


16. Thatch 


7. Key 


17. Duke 


8. Wave 


18. Tough 


9. Bee 


19. Toby 


10. Ties 


20. Noose 


Loisette, 1888. 

Sayer, 1867. 

13 x 11 = 


diadem — drama 

tomtit — drum 

13 x 12 = 


autonomy — tillage 

tempting — delicious 

13 x 13 = 


mummy — toyshop 

tomb — the ship 

13 x 14 = 


Homer — deafen 

tempter — divinity 

13 x 15 - 


meal — table 

tame tale— tipple 

13 x 16 = 


match — unsafe 

thumb dish— insufficient 

13 x 17 = 


mica — noonday 

dumb dog — noonday 

13 x 18 = 


muff — enamour 

tame dove— enamoured 




2 8 4 6 6 

7 8 9 

10 Jk. 

Qn. Kg 









1831. a 

de t k cein si 

Be h n 

dis. v. 

d. R, 


Loisette, a 

d tr ca cein si 

bc h n 

di 7 

ra ro 






or or 
q quin 




























depot detour 








trepied traitre 








caporal quatrain 



5 quarts 


5 henres 

St. Remy 


Simplon ceintre 








scipfon citron 

cy there 







sepia sceptre 








huppe huitre 








rappe neutre 








Dieppe distrait 








vapeur ventre 








rape dartre 








Europe [retour 


Ail of the preceding comparisons axe taken from Appleby. 


Abstract and concrete, 18, 32 
Abstracts of books, 186 
Abase of memory, 17 
Almanac, 15, 144 
Analysis, 86 

and synthesis, higher. 147 
Analytico-synthetic method, 127 
Anatomy, 106, 108, 109, 112 
Anecdotes, 76, 78, 157, 195 
Aristophanes, quotation from, 66 
Aristotle, 18 
Association. 19, 45 
Attention, 31, 75, 76 

Bacon, quotation from, 17 

Bain, Alexander, quotation from, 13, 18 

" Barometer," by a lunatic laureate, 133 

Bibliography of mnemonics, 207 

Boat race, Oxford-Cambridge, 118, 201 

Book-keeping, 155 

Book, Rending of, 13, 181 

Botany, 178 

Bowen, Francis, quotation from, 13 

British regiments, 114 

Chambebs's m Encyclopaedia," quotation 

from, 13 
Chemistry, 66, 155 
Chestnuts, 5, 76, 78, 157, 195 
Circumference, ratio of, to diameter, 14, 121 
Coaching papers, 167 
Concurrence, 18, 19, 38, 56 
Contract, 8 
Conundrums, 195 
Correlation, predicating, 116 
Correlations, 92 
Cranial nerves, names and uses of the nine 

pairs of, 112 

Baths, 58 

of birth and death, 98 
Day of the week of any date in the century, 

Derby winners, 154, 204 
Dough, dodo series, 40, 63, 68 

Euclid, 152 

Evolution, Spencer's definition of, 141 

Spencer's definition of Kirkman's trav- 
esty, 141 
Exclusion, 13, 19, 83, 56 

Aristotle on, 18 

Pick on, 19 

Faots, isolated, 90, 93 

serial, 90. 100 
Figure alphabet, 58 

dictionary, 69 

memory, 187 
Figures translated into words, 73 
First impression, 19, 31 
Foreign words, 95 
Foster, R. F., 217 
French, 28, 98, 104 
Fretwell, John, quotation from, 17, IS 

Gkhazi, 190 
Geometry, 152, 155 
German, 12, 25, 97, 105 
Genus and species, 18, 33 
Gordian knot, 143 
Greek, 66, 96, 105, 194 

Heptabcht series, 44, 70 

Historical events, 16, 100 

History of English People. Green, 186, 187 

Holbrook, M. L., 17, 18, 209 

Homophone, 15, 100 

Huxley, quotation from, 116 

Imagination, legitimate use of, 50 

Impression, first, 81 

Inclusion, 13, 19, 82. 55 

Interrogative analysis, 79, 103, 127, 181, 164, 

Ireland, counties of, 180 
Italian, 98 

Kay, David, 209 

Killick. A. H., abstract of Mill. 183 
Kings of England, 20. 61, 63, 100, 216 
Knight's tour, 14, 67, 200 

Latin, P6, 194 

Latitude and longitude, 159 

Law, 160 

Laws of memory, 13, 45 

of recolleotive analysis, 13. 45 
Learning by rote, 54 
Lectures mentally reported, 197 
Loisettian roll of honor, 43 

spyglass, 192 

watch, 158 
Longest word, ancient, 66 

modern, 66 
Lubatic laureate, 132 


Maolaben'8 " Systematic Memory, 11 49 
Macready, anecdote* 157 
Masorites, 58 
Memory athletics, 43 

of comprehension, 178 

of retention, 178 

problems of, 78 

training, 17, 45 
Middleton, A. K, 17 
Military tactics, 18, 188, 209 
Mind wandering, 74 

Mnemonics, 49, 87, 101, 106, 111, 114, 176 
Mnemonical picture method, 49 

story method, 49 
Modern words, 95 
Months and days memorized, 150 
More light, 221 

Mother Day series, 13, 64, 80, 123 
Mountains, height of, 15, 16, 64 
Morse alphabet, 112 
Multiplication table, 156 

Names, proper, 16, 98 
Numbers, 58 

Otto, Carl Reventlow, 106 
Oxford-Cambridge boat races, 118, 201 

Penetralia, 217 
Pharmaceutical preparations, 138 
Physiological memory, 11 
Pick, Dr. Edward, 18, 26, 106 
Picture method and the key, 52 
Poetry memorizing, 127 
Poisons and their antidotes, 141 
Precocious youth, 9, 43 
Predicating correlation, 116 
Presidential series, 34, 50, 62, 70, 199 
Prime ministers of Victoria, 111 

Prose, memorizing, 127 
Psychologists, errors of, 46 

Questions, 48, 71, 72, 73, 78 

Ratio of circumference to diameter, 121, 

Recollective analysis, 48, 58 
Rest from work, 115 
Retentiveness, 41, 117 
Reventlow (Carl Otto), pupil of, 106 
Riddles, 197 

Rivers, length of, 15, 16, 64 
Roman emperors, 151 
Rote, learning by, 54 
Rules for making correlations, 92 

Sermons, 189, 197 
Seven ages of man, 164 
Similarity, 46 

of sound, 83 
Simple inclusion, 33 
Speaking without notes, 189 
Specific gravity, 66, 100 
Spy-glass, Loisettion, 192 
Stories, 76, 78 
Story Method, 50, 51 
Synonymes, 32 
Synthesis, recollective, 86 

Tait, C. W. A., analysis of Green's 4 

tory," 186 
Telegraphic alphabet, 112 
Time, 168 

Verbal memory, 172 

Watch, Loiaettian, 158 

Welsh village, name of, 66 

Whole and part, 38 

Wilson, Andrew, quotations from, 18 


District op Columbia, ss.: 

6r. S. Fellotvs, being first duly sworn, deposes 
and says that he has carefully examined the fore- 
going volume from page 29 to page 205, and that 
the same is an exact copy of Professor Alphonse 
Loisettds System, entitled "Physiological Mem- 
oi^y ; or, The Instantaneous Art of Never 
Forgetting" as the same ivas furnished by him to 
his pupils in Washington, typographical errors 

alone excepted. 


Subscribed and sworn to before me by the 
said G. S. Fellows this 18th day of June, 
A.D. 1888. 

[ l. s. ] Notary Public, etc., etc. 

^^t^Z/C&^.j* S^tt-**-2e <^>L 



This book should be returned 
the Library on or before the last da 
stamped below. 

A fine of five cents a day is incurred 
by retaining it beyond the specified 

Please return promptly.,* 


^nov -ItfiW 



- > '*